2013-2015-MEC-Catalog-(1) - Medgar Evers College

Transcription

Important Notices
ACCREDITATION STATEMENT
Medgar Evers College of The City University of New York is accredited by the Middle States Commission on
Higher Education, 3624 Market Street, Philadelphia, PA 19104. (267-284-5000) The Middle States Commission
on Higher Education is an institutional accrediting agency recognized by the U.S. Secretary of Education and the
Council for Higher Education Accreditation.
DISCLAIMER NOTICE OF POSSIBLE CHANGES
Academic programs, requirements, courses, tuition and fee schedules listed in the catalog are necessarily subject
to change at any time at the discretion of the administration and/or result of action by Medgar Evers College, by
the Board of Trustees of The City University of New York or by the University of the State of New York.
The Medgar Evers College catalog is for the guidance of applicants, students, and faculty and is not intended
to be a contract between the College and any person. Students should consult the Schedule of Classes each
semester and/or the Student Handbook each year for the college calendar, changes in college policies, degree
requirements, fees, new course offerings, and new information or announcements. It is also recommended
that students consult with their departmental academic advisor and school counselors at least once a semester
regarding their course of study.
NOTICE OF AFFIRMATIVE ACTION
Medgar Evers College of The City University of New York is an Affirmative Action and Equal Employment
Opportunity institution. The primary objective of the Affirmative Action Program at the College is to ensure
equal employment and educational opportunity for qualified persons, regardless of race, color, national or ethnic
origin, religion, age, gender, sexual orientation, marital status, disability, genetic predisposition or carrier status,
alienage, citizenship, military or veteran status, or status as a victim of domestic violence. Dr. Sylvia Gail Kinard,
Esq. serves as the Medgar Evers College Affirmative Action Officer, Title IX Coordinator, ADA/504 Officer and
Sexual Harassment Coordinator to ensure that the College maintains a cooperative and supportive environment
free of discrimination and sexual harassment. Her office is located in 1650 Bedford Avenue, 3rd Floor and her
telephone number is 718 270-6936.
NOTICE OF CATALOG UPDATES
The College Catalog is published every two years and the contents are accurate as of the time of publication. For
the most recent updates, please use this link, www.mec.cuny.edu/college_catalog/ to access the college catalog
addenda for updated course and program information.
. Medgar Evers College, CUNY
Medgar Evers College
of The City University of New York
1650 Bedford Avenue Brooklyn, New York 11225-2010
Admissions Information: (718) 270-6024
2013 - 2015
College Catalog
Medgar Evers College, CUNY .
Contents
Accreditation Statement
Disclaimer/Notice of Possible Changes
Notice of Affirmative Action Notice of Catalog Updates
College Directory
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ABOUT MEDGAR EVERS COLLEGE
Medgar Wiley Evers
History of Medgar Evers College
Mission Statement
Goals
Degree & Certification Programs
HEGIS Codes
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ENROLLEMENT MANAGEMENT
General Information
Veteran Affairs Service
CUNY Policy on Veteran’s Admission, Registration, Grades and Tuition
Veteran’s Administration Educational Benefits
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ADMISSION TO THE COLLEGE
General Information
Application Fees
First Time Admissions (Freshman)
Admission Requirements
Admission to SEEK/Special Programs
Transfer Admission (Advanced Standing)
Transfer of Credits
Transfer Policies
Second Degree Students
Special Admissions Programs
Non-Degree to Degree
Senior Citizens
International Students Readmission
Veterans
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EDUCATIONAL COSTS
The Cost of Education
Residency for Tuition Billing Purposes
Tuition
Deferments
Payment for Paraprofessionals
Prior Semester Tuition
Early Registration
Regular and Late Registration
Additional Educational Expenses
Refund
Damaged Library Books
Lost Library Items
Miscellaneous Fees and Charges
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FINANCIAL AID
Applying for Financial Aid
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Federal Financial Aid Programs (Title IV)
Campus-Based Financial Aid Programs
Non-Campus Based Financial Aid Program
State Financial Aid Programs
Students’ Rights and Responsibilities for Financial Aid
Scholarships
State Standards for Academic Performance
REGISTRATION INFORMATION
Registration Categories
CUNY e-Permit via the CUNY Portal
Registration Procedures
TESTING CENTER AND SERVICES
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ACADEMIC REQUIREMENTS AND REGULATIONS
Applicable Degree Program Requirements
Graduation Minimum Grade Point Average
Change of Degree Major
Academic Residency Requirements
Credit Load Recommendations and Maximum Limits
Credits Required for class standing
Sequence of Courses
Pre- and Co-Requisite Courses
Academic Standing
Examination & Evaluation of Students
Grading System and Grading Policies
Academic Honors
Grade Appeal Process
Scholastic Index
Change of Grade Request Procedures
Repeating Courses/Recalculation of GPA
University Policy Regarding Computing of “D” or “F”
Attendance and other course requirements
Withdrawal from Courses
Transcript Requests
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ACADEMIC PROGRAMS AND SUPPORT SERVICES
College-wide Core Curriculum
College-wide Requirements for All Degrees
Credit for Life Experience Program (CLEP)
Academic Transformation and Success
College Now
Evening and Weekend Programs
Freshman Year Program
Learning Center
SEEK/Special Programs
Student Advocacy and Support Services Center
Study Abroad Program
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ACADEMIC SCHOOLS & DEPARTMENTS
School of Business
Department of Accounting
Department of Business Administration
Department of Computer Information Systems
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Contents
Department of Economics and Finance
Department of Public Administration
DuBois Bunche Center for Public Policy
Center for Entrepreneurship and Economic Development
School of Liberal Arts & Education
Department of Education
Department of English
Department of Foreign Languages
Department of Mass Communications, Creative
& Performing Arts & Speech
Department of Philosophy & Religious Studies
Department of Psychology
Department of Social & Behavioral Sciences
School of Science, Health, & Technology
Department of Biology
Department of Mathematics
Department of Nursing Department of Physical, Environmental &
Computer Sciences
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SCHOOL OF PROFESSIONAL AND COMMUNITY
DEVELOPMENT
Academy for Youth Programs
Academy for Careers Pathways Programs
Adult and Continuing Education
Advocacy and Research Centers
Center for Law and Social Justice
Caribbean Research Center
Center for Black Literature
East New York Campus
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STUDENT SERVICES
Athletics
Career Management Services Center
Center for Women’s Development
Counseling and Psychological Services
Ella Baker/Charles Romain Child Development Center
Health Services
Male Development and Empowerment Center
Office of Student Life and Development
Services for the Differently Abled
Student Government Association
Student Clubs
Student Activities Policy Advisement
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COLLEGE RESOURCES
Affirmative Action
Campus Facilities
Campus Security and Public Safety
College I.D. Card
College Bookstore
College Cafeteria
Division of External Relations
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Communications
Public Relations
Graphic Services
Televison and Radio
Development
Alumni Relations
Government Relations
Event Management
Information Technology
Smart Classrooms
Wireless Access
Copy and Print Services
Computers for Public Use
Laptop Loans
Student Email
CUNY Portal
Institutional Research & Assessment (IRA)
Library and Information Services
Medgar Evers College Community Council
Medgar Evers College Education Foundation, Inc.
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STUDENTS RIGHTS AND RESPONSIBILITIES
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APPENDICES
Appendix A: CUNY Board of Trustees
Appendix B: CUNY Administration
Appendix C: MEC Administration Appendix D: Faculty Listing
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INDEX
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DIRECTIONS TO MEDGAR EVERS COLLEGE
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College
Directory
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COLLEGE DIRECTORY
Mailing Address:
Medgar Evers College/CUNY
1650 Bedford Avenue
Brooklyn New York 11225
Telephone (718) 270-5010
School of Business
718.270.5110
Accounting
Business Administration
Computer Information Systems
Economics and Finance
Public Administration
718.270.5103
718.270.5112
718.270.5115
718.270.5181
718.270.5067
School of Liberal Arts and Education
English
Education
Foreign Languages
Mass Communications, Creative & Performing Arts & Speech
Philosophy & Religious Studies
Psychology
Social and Behavioral Sciences
718.270.5135
718.270-4910
718.270.4942
718.270.4983
718.270.4947
718.270.4851
718.270.4928
School of Science, Health & Technology
718.270.6217
Biology
Mathematics
Nursing
Physical, Environmental and Computer Sciences
718 270.6213
718 270.6417
718 270.6222
718 270.6453
Most Frequently Used Numbers
Academic Advisement
718.270.5170
Academic Computing
718.270.4944
Academic Transformation and Success
718.270.5143
Adafi Newspaper
718.270.6436
Admissions
718.270.5116
Athletics
718.270.6071
Bookstore
718.774.5040
Bursar
718.270.6095
718.270.6055
Computer Lab
718.270.5132
Counseling Services
718.270.5123
718.270.6018 or 6019
Evening & Weekend Programs/Weekend College
718.270.4894
Financial Aid
718.270.6133
718.270.4960
Health Services
718.270.6075
Learning Center/Tutoring
718.270.5138
718.270.4880
Male Development Empowerment Center
718.270.6111
Office of Academic Affairs
718.270.5010
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COLLEGE DIRECTORY
Registrar
Scholarships
Special Programs / SEEK
Services for the Differently Abled
Student Affairs Office Student Government Association
Study Abroad
Testing Center Center for Women’s Development
718.270.6040
718.270.6132
718.270.4970
718.270.5027
718.270.6046
718.270.6240
718.270.5136
718.270.4835
718.270.5127
Building Location and Security Information
Bedford Building/1650 Bedford Avenue/Front Security 718.270.4998
Carroll Building/1150 Carroll Street/Security 718.270.6003
Eastern Parkway Campus, 1534 Bedford Avenue/Security
718.804-8888
Medgar Evers College Preparatory School/1186 Carroll Street/Security
718.703.5400x1100
School of Business, S-Building/1637 Bedford Avenue/Security 718.270.5030
School of Science, Health and Technology/1638 Bedford Avenue/Security 718.270.1900
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About
Medgar Evers
College
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Medgar Wiley Evers
M
edgar Wiley Evers, (b.1925 - d. 1963), known as “The
Man in Mississippi,” is a seminal figure in the history of the American
Civil Rights Movement. The third of four children, Medgar was born on
July 2, 1925 in Decatur, Mississippi to James and Jessie Evers. Evers
grew up in a devoutly religious home in segregated Mississippi, where
services and accommodations such as schools and public facilities
were specified for “Colored” or “White” use. Despite the fact that he
could not attend the same theaters or drink from the same fountains
as white Mississippians, like many men of his generation, Evers left
his home to enlist in the military following the attack on Pearl Harbor.
Although he was serving his country against its foreign enemies, Evers
soon became disillusioned by the fact that while he was supposedly
fighting for freedom of people halfway around the world, his own
nation was rooted in the unequal segregationist ideology of separation
and white supremacy. Evers’ experiences of the racist sentiments of
white citizens as an African-American soldier demonstrated to him the
need for action.
Emboldened by lessons learned while at war, Evers returned to
Mississippi and dedicated himself to academic studies at Alcorn
Agricultural and Mechanical College, where he earned a Bachelor’s
degree in 1952. Evers was acutely aware of the need to continue the
struggle against injustice and soon became an important member
of the National Association for the Advancement of Colored People
(NAACP) in Jackson, Mississippi. From 1954 until his assassination
in 1963, Evers traveled throughout Mississippi organizing AfricanAmericans in peaceful protest, economic boycotts, political sit-ins, and
voter registration drives to draw national and world attention to unjust
practices.
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Elected the first Field Secretary of the NAACP, Evers created new
strategies to enfranchise and empower African-Americans. As Dr.
Patricia Murrain writes, “…articulating the demands of the black
masses, Evers was instrumental in wielding hosts of fragmented,
inarticulate and somewhat ineffective voices into unification.” Evers’
work was instrumental to many political and social victories for AfricanAmericans in Mississippi, most notably the admission of James
Meredith to the previously white-only University of Mississippi.
However, on June 12, 1963, “The Man in Mississippi,” who was
the voice of so many disenfranchised Americans, was silenced by
a shot to the back in the driveway of his home. Following Evers’
assassination, his wife Myrlie continued his legacy by traveling
around the world stressing the positive achievements of the Civil
Rights Movement and the necessity to continue the struggle until the
dream of equality is realized. Myrlie Evers has remained a stalwart
figure in the struggle for Civil Rights up to the present, serving as the
Chairperson of the NAACP’s Board of Directors from 1995 to 1998.
History of Medgar Evers College
M
edgar Evers College has the distinction of being the youngest
of the four-year senior colleges in The City University of New York.
In the early 1960’s, the Central Brooklyn community recognized the
need and expressed a desire for a local public college. Through
various community organizations including, but not limited to, the
Bedford-Stuyvesant Restoration Corporation, the Central Brooklyn
Coordinating Council, and the NAACP, and through their local elected
officials, the residents of Central Brooklyn approached the Board of
Higher Education of the City of New York with this request. Members
of the various community-based organizations constituted the
Bedford-Stuyvesant Coalition on Educational Needs and Services,
which served as the primary vehicle for interfacing with the Board
of Higher Education. After many discussions and much involvement
by community residents and the Coalition, the Board of Higher
Education, on November 17, 1967, “approved the sponsorship of
Community College Number VII, with the indication of an intention to
admit students in the Fall of l969.”
On 13 February 1968, the Board of Higher Education announced
that the college would be located in the Bedford-Stuyvesant area of
Brooklyn. On 27 January 1969 the Board approved the establishment
of an “experimental four-year college of professional studies offering
both career and transfer associate degrees and the baccalaureate
degree, to be located in the Bedford-Stuyvesant area of Brooklyn,
said college to be established in place of a previously approved but
not started new Community College VII, and further directed that the
City University Master Plan be amended accordingly.” This action
was endorsed by action of the Regents on March 20, 1970.
The Board of Higher Education Proceedings of April 14, 1970
reflect the Board action, which modified the 1968 Master Plan to
delete Community College Number Seven and listed in lieu thereof
under Senior College, “College XVII, Mid-Brooklyn, Initial Facilities,
Estimated Cost: $10,000,000.” The College was officially established
on July 30, 1970 when Governor Nelson A. Rockefeller signed
the legislation approving the “establishment of an experimental
four-year college of professional studies offering both career and
transfer associate degrees and the baccalaureate degree...” Finally,
on September 28, 1970 the Board of Higher Education approved
the recommendation from the College’s Community Council that
the name of the college be Medgar Evers College, in honor of the
martyred civil rights leader, Medgar Wiley Evers (1925-1963). In
recognition of this, September 28th is observed as “Founders’ Day”
at Medgar Evers College.On December 2, 1970, the Medgar Evers
College Community Council, chaired by John Enoch, and the Board
of Higher Education co-hosted an announcement ceremony at the
Y.M.C.A. on 139 Monroe Street in Brooklyn. Chairman Enoch stated,
“;The Medgar Evers College, reflecting the image of the martyred
leader who dedicated his life to the cause of individual freedom,
dignity and personal fulfillment, will add another pillar of strength to
the growing educational, economic, cultural and social foundations
of the central Brooklyn community and New York City.” Mr. Evers’
widow, Mrs. Myrlie Evers, and two of the couple’s three children flew
in from Claremont, California for the ceremony. She was presented
a scroll that cited Mr. Evers’ “...effective contribution to the cause of
human freedom and dignity...In choosing the name of Medgar Evers,
it is our hope that his ideals will inspire students and faculty of the
college in their pursuit of truth as the surest path to human freedom
and social justice.”
The community was then and continues to be an important force in
the life of the College. The method of planning for the college and
selection of its first president were unprecedented in the history of
the Board of Higher Education. For the first time, representatives
of the local community participated actively in the decision-making
process. Seven members of the Bedford-Stuyvesant Coalition on
Educational Needs and Services served on the Presidential Search
Committee and the mandated Community Council was organized in
the Spring of 1970 under the leadership of Mr. John Enoch, Acting
Chairman. The sense of commitment and service to the community,
which pervades throughout the College, may be attributed directly
to the multi-faceted roles, which the Community Council and the
community as-a-whole, have played in the establishment, growth and
development of this institution.
Medgar Evers College was founded as a senior college of The City
University of New York in 1969 through a partnership between the
educators and community leaders in Central Brooklyn. More than
just college named for a famous person, Medgar Evers College is
a family whose members strive to fulfill their namesake’s legacy
through a commitment to the educational empowerment of the
African Diaspora community. Although Medgar Evers was born into
a world where people of different races were not allowed to mix,
students and faculty of Medgar Evers College gather each day in
the community of harmony, equality and understanding for which he
gave his life.
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Mission Statement
Medgar Evers College was founded as a result of collaborative
efforts by community leaders, elected officials, the Chancellor and
the Board of Higher Education of The City University of New York.
The College, named after the late civil rights leader, Medgar Evers,
was established in 1969 with a mandate to meet the educational and
social needs of Central Brooklyn. The College is committed to the
fulfillment of this mandate.
In keeping with the philosophy of The City University and Medgar
Evers College, we believe that education is the right of all individuals
in the pursuit of self-actualization. Consequently, the College’s
mission is to develop and maintain high quality, professional, careeroriented undergraduate degree programs in the context of liberal
education. The College offers programs both at the baccalaureate
and at the associate degree levels, giving close attention to the
articulation between the two-year and the four-year programs.
The College has a commitment to students who desire selfimprovement, a sound education, an opportunity to develop a
personal value system, and an opportunity to gain maximum benefits
from life experience and from their environment.
GOALS
GOAL ONE: Consistent with The City University of New York Board
of Trustees’ policy, the College seeks to serve the Central Brooklyn
community which is comprised of students with diverse educational,
socioeconomic, political, cultural and national backgrounds.
GOAL TWO: The College seeks to provide students with the
essential basic and academic knowledge and skills necessary for
rigorous undergraduate study, entry into graduate and professional
schools, and career advancement and to incorporate the experiential
resources of students into their attainment of skills and knowledge
and academic excellence.
GOAL THREE: The College seeks to improve students’
understanding of self, past and present societies, and future
trends by providing its students with a liberal education which
communicates the knowledge of tradition, the teachings of scholars,
and the beauty and profundity of their cultural heritage.
GOAL FOUR: The College seeks to prepare students for leadership
roles in a changing world, so that they and the College can be
energizers or change-agents in the community.
GOAL FIVE: The College seeks to develop non-degree educational
and co-curricular social, economic, and cultural programs which
serve its students and a broad population of community residents.
GOAL SIX: The College seeks to fulfill its mission through active
interaction with community representatives.
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GOAL SEVEN: The College seeks to create a positive environment
that provides opportunities for professional growth of all its
employees and that permits freedom of thought and inquiry, the free
exchange of ideas, and the pursuit and advancement of knowledge
by faculty and
students.
GOAL EIGHT: The College seeks to develop and maintain
processes and procedures for coordination and oversight that ensure
that standards of quality are met and that its Mission, Goals, and
priorities are accomplished as effectively and efficiently as possible.
Degree and Certificate Programs
The following list is the State Department of Education’s Inventory
of approved Degree and Certificate Programs and all approved
programs leading to professional licensure in New York State offered
by the College. Each program has been assigned a HEGIS Code by
the U.S. Department of Education. The degrees and certificates listed
are also those used by the Higher Education Services Corporation
(HESC) and the Office of the State Comptroller for Administration
and Programs and by the U.S. Department for Administration and
Oversight of Federal Student Aid Programs.
BA Religious Studies
1510
BA Childhood Education
0802
BA Special Education &
Childhood Education 0808
BA Special Education &
Early Childhood Education
0808
SCHOOL OF BUSINESS
College Curriculum
AAS Computer Applications
BS Social Work
2104
HEGIS Code
5104
AS Public Administration
5508
AS Business Administration
5004
BS Accounting
0502
BS Business
0501
BS Public Administration
2102
SCHOOL OF SCIENCE, HEALTH AND TECHNOLOGY
College Curriculum
HEGIS Code
AAS Nursing (Clinical) 5208
BS Computer Information Systems
0702
AS Computer Science 5103
BPS in Applied Management
0506
(emphasis in Business Services Administration, Health Services
Administration, and Social Services Administration)
AS Science 5649
BS Biology 0401
MINORS
• Multi-Media and Web Technologies
• Public Administration
BS Environmental Science
0420
BS Nursing 1203
BS Mathematical Sciences 1701
BS Computer Science
0701
Certificate in Practical Nursing 5209
SCHOOL OF LIBERAL ARTS AND EDUCATION
College Curriculum
AA Teacher Education
HEGIS Code
5503
AA Liberal Arts
5649
(emphasis in English, Social Sciences, Mass Communications,
Philosophy & Religious Studies, Foreign Languages, and
Psychology)
BA Psychology
2001
BA English 1501
BA Liberal Studies (emphasis in Geography, History,
and Political Science)
4901
MINORS
• Early Childhood Intervention
• English Literature
• English Writing
• Philosophy
• Religious Studies
• Social Welfare
MINORS
• Chemistry
• Computer Science
• Environmental Science
• Earth System Science
• Mathematics
• Physics
• Space Science
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Enrollment
Management
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Enrollment Management
Director:
of Enrollment
Management:
Jeffrey Sigler
718 270-4966 office
718.270-6171 fax
[email protected]
Office:
S-301B
Director
Shannon Clarke-Anderson
of Admissions:
718 270-5143 office
718 270-6411 fax
[email protected]
Director of
Nigel Thompson
Financial Aid:
718 270-6141 office
718 270-6194 fax
[email protected]
Office:
S-110
Scholarship
Evelyne Jacques
Coordinator:
718 270-6132 office
718 270-6198 fax
[email protected]
Office:
C-211
GENERAL INFORMATION
The mission of Enrollment Management is to systematically review,
analyze and assess institutional practices, procedures, policies and
resources in order to improve matriculation related activities within
the college.
Enrollment Management is a systematic, coordinated, integrated,
well-organized, data driven process that engages students from
an admissions prospective stage to graduation and is focused on
creating an environment that encourages and nurtures student
success.
Enrollment Management is under the Office of Academic Affairs and
consists of the following units: Admissions and Recruitment (Foreign
Student and Veterans Affairs), Financial Aid, Testing, Registrar and
Scholarship Offices.
Veterans’ Affairs Services
Veteran’s Affairs is located within the Office of Admissions and
Recruitment, and we are dedicated to providing exceptional service
to all of our students. We are available to assist veteran students
with obtaining educational benefits to help pay for school. Veteran
Affairs also hosts a variety of events in order to improve relationships
with veteran students on campus and CUNY wide. If you have any
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questions, or concerns please make an appointment to see one of
our representatives in the Office of Admission and Veterans Affairs
located at 1665 Bedford Avenue. Students must notify the certifying
official of all changes in their course load every semester in order
to ensure their eligibility for future benefits. Contact the Veteran
Certifying Official at 718-270-4915. Forms completed by the Veteran
Affairs Office in the Office of Admission are submitted to the regional
VA office. Veteran’s educational benefits are available from federal
and state sources.
To ask any general education benefit question or to inquire
concerning the status of an education claim, veterans should contact
the VA Education Service through its website at www.gibill.va.gov or
call 888-GI-BILL-1 (888-442 4551) to speak with a veterans benefits
counselor. Current rates of payment for any of these programs, as
well as late-breaking news regarding VA benefits, can be obtained by
calling the toll-free number above or via Internet at www.gibill.va.gov/
education/benefits.htm.
CUNY Policy on Veterans’ Admission, Registration, Grades and
Tuition
The following policies apply to students who leave CUNY to fulfill
military obligations. Military personnel for whom these provisions
apply must register each semester with the Veterans Certifying
Official.
Students Called Up to the Reserves or Drafted Before the End of
the Semester
A. Grades: In order to obtain a grade, a student must attend 13
weeks (five weeks for summer session).
B. Refunds: A student called up to the reserves or drafted who does
not attend for a sufficient time to qualify for a grade is entitled to a
100% refund of tuition and all other fees except application fees.
Students Who Volunteer (Enlist) for the Military
A. Grades: Same provision as for students called up to the reserves.
In order to obtain a grade, a student must attend for 13 weeks (five
weeks for summer session).
B. Refunds: The amount of the refund depends upon whether the
withdrawal is before the 5th week of classes.
1. Withdrawal before the beginning of the 5th calendar week (3rd
calendar week for summer session): 100% refund of tuition and all
other fees except application fees.
2. Withdrawal thereafter: 50% refund. Other Provisions for Military
Service Resident Tuition Rates: These lower rates are applicable
to all members of the armed services, their spouses and their
dependent children, on full-time active duty and stationed in the
State of New York.
Office of Enrollment Management
A. Re-enrollment of Veterans: Veterans who are returning students
are given preferred treatment in the following ways:
1. Veterans, who were former students with unsatisfactory
scholastic records, may be readmitted with a probationary
program.
2. Veterans, upon their return, may register even after normal
registration periods, without late fees.
3. Granting of college credit for military services and armed forces
of instructional courses.
4. Veterans returning too late to register may audit classes without
charge.
B. Late Admissions: Veterans with no previous college experience
are permitted to file applications up to the date of registration and
are allowed to begin classes pending completion of their
application and provision of supporting documents
C. Readmission Fee: Upon return from military services, a student
will not be charged a Readmission Fee to register at the same
college.
D. Veterans Tuition Deferrals: Veterans are entitled to defer the
payment of tuition pending receipt of veterans’ benefits.
E. New York National Guard Tuition Waivers: Active members of the
New York National Guard, who are legal residents of New York
State and who do not have a baccalaureate degree, are eligible for
a tuition waiver for undergraduate study.
Veterans Administration Educational Benefits: Federal Programs
The Veterans Administration Education Service is the organization
within the federal Veterans Benefits Administration charged with
administering the education programs designed for veterans,
reservists, National Guard persons, widows, and orphans. The
administration of these programs is accomplished through four
regional processing offices (in Atlanta, Buffalo, Muskogee, and St.
Louis). Application forms are available at all VA offices, active-duty
stations, and American embassies.
Montgomery GI Bill - Active Duty (MGIB)
The MGIB program provides up to 36 months of education benefits.
This benefit may be used for degree and certificate programs.
Remedial, deficiency, and refresher courses may be approved under
certain circumstances. Generally, benefits are payable for ten years
following the veteran’s release from active duty. This program is also
commonly known as Chapter 30.
Montgomery GI Bill - Selected Reserve (MGIB-SR)
The MGIB-SR program may be available to veterans who are
members of the Selected Reserve. The Selected Reserve includes
the Army Reserve, Navy Reserve, Air Force Reserve, Marine Corps
Reserve, Coast Guard Reserve, Army National Guard, and Air
National Guard.
This benefit may be used for degree and certificate programs.
Remedial, deficiency, and refresher courses may be approved under
certain circumstances.
Post-9/11 GI Bill – Chapter 33
In July of 2008 the Post-9/11 GI Bill was signed into law, creating
a new robust education benefits program rivaling the WWII Era GI
Bill of Rights. The new Post 9/11 GI Bill, which goes into effect on
August 1, 2009, will provide education benefits for service members
who have served on active duty for 90 or more days since Sept. 10,
2001. These benefits are tiered based on the number of days served
on active duty, creating a benefit package that gives current and
previously activated National Guard and Reserve members the same
benefits as active duty service members.
Reserve Educational Assistance (REAP)
REAP is a Department of Defense education benefit program
designed to provide educational assistance to members of the
reserve components called or ordered to active duty in response to
a war or national emergency (contingency operation) as declared
by the President or Congress. This new program makes certain that
individuals who were activated after September 11, 2001, are either
eligible for education benefits or eligible for increased benefits.
Veterans Educational Assistance Program (VEAP)
VEAP is available to those who first entered active duty between
January 1, 1977, and June 30, 1985, and elected to make
contributions from their military pay to participate in this education
benefit program. The veteran’s contributions are matched on a $2
for $1 basis by the government. This benefit may be used for degree
and certificate programs. Remedial, deficiency, and refresher courses
may be approved under certain circumstances.
Survivors’ and Dependents’ Educational Assistance Program
(DEA)
DEA provides education and training opportunities to eligible
dependents of veterans who are permanently and totally disabled
due to a service-related condition or who died while on active duty or
as a result of a service-related condition. The program offers up to 45
months of education benefits. These benefits may be used for degree
and certificate programs. Remedial, deficiency, and refresher courses
may be approved under certain circumstances.
Work-Study Program
This program is available to any student receiving VA education
benefits who is attending school three-quarter time or more. An
individual working under this program may work at a school veterans’
office, a VA regional office, VA medical facilities, or approved state
employment offices. Work-study students are paid at either the state
or federal minimum wage, whichever is greater.
Veterans Administration Vocational Rehabilitation and
Employment Program
Veterans who have at least a 10 to 20 percent disability as a result of
active service may apply for Vocational Rehabilitation. The Vocational
Rehabilitation and Employment Program is the element within the
VA that assists veterans with service related injuries achieve suitable
employment or enhance their ability to function independently at
home and in the community.
19
Office of Enrollment Management
Program services may include educational training, such as
certificate or two- or four-year college programs.
Programs for New York State Residents Child of Veterans Award
The Child of Veterans Award is a financial aid program for students
whose parent(s) served in the U.S. Armed Forces during specified
periods of war or national emergency and, as a result of service, died
or suffered a 40% or more disability, is classified as missing in action,
or was a prisoner of war. The veteran must currently be a New York
State resident or have been a New York State resident at the time of
death, if death occurred during or as a result of service.
Child of Veterans Award
Child of Veterans Award recipients may receive up to $450 each year
without consideration of income or tuition cost. The tuition award
may be granted for 4 years of full-time undergraduate study (or for
5 years in an approved 5-year baccalaureate degree program).
A special application for the Child of Veteran Award must be filed
with the New York State Higher Education Services Corporation
(NYSHESC). Applications may also be obtained by contacting the
Higher Education Services Corporation’s Scholarship Unit at 1-888697-4372.
New York State Veterans Tuition Award (Supplement)
Vietnam veterans, Afghanistan veterans, and veterans of the
Persian Gulf War (including current Iraq veterans) who are either
undergraduates or graduates may be eligible for up to $1000 per
semester for full-time attendance and up to $500 per semester for
part-time attendance, to a maximum of $10,000. Students must meet
specific state residency and service requirements to be eligible for
this state award. Veterans can obtain an application from the New
York State Higher Education Services Corporation (NYHESC).
20
Office of Admissions and Recruitment
Vice President of
Student Affairs: Evelyn Castro
718 270-6049 office
718 270-6198 fax
[email protected]
Office:
S-301-B
Director
Shannon Anderson-Clarke
of Admissions: 718 270-5143 office
718 270-6411 fax
[email protected]
A matriculated student is one who has been admitted into an
academic program and is recognized by the college as pursuing a
degree. They may attend the college on a full-time or part-time basis.
A non-degree student is one who is registered for credit bearing
courses, but has no intention of pursuing a degree.
A re-admit student is one who was in prior attendance as a
matriculant or non-degree student who wishes to re-enter to pursue
credit bearing classes.
A second degree student is one who has already earned a
Baccalaureate degree from a regionally accredited institution.
A transfer student has attended a college, university, and/or
proprietary school since graduating from high school/ secondary
school. This definition applies whether or not you are seeking transfer
credit.
GENERAL INFORMATION
Applicants for admission to undergraduate programs at the College
are encouraged to apply online at www.cuny.edu. Applicants will be
directed to the online application that will provide the procedures for
filing online.
If you do not have access to the Internet, you may come in to the
Office of Admissions and use the office computers. Freshmen and
transfer students are encouraged to apply by March 15 for the fall
semester and September 15 for the spring semester.
Students must list all institutions attended, as requested on the
appropriate application, and arrange to have official transcripts
sent to the University Application Processing Center (UAPC).
Freshman and transfer applications are processed at the UAPC, not
at the College. Failure to list all prior institutions attended on your
application will subject you to disciplinary action and review of the
admission decision.
Transfer credits will be denied for courses completed at institutions
not listed on the application for admission. The College reserves
the right to deny admission to any student if, in its judgment, the
presence of that student on campus poses an undue risk to the
safety or security of the College or the College community. That
judgment will be based on an individualized determination, taking into
account any information the College has about a student’s criminal
record and the particular circumstances of the College, including
the presence of a child care center, a public school, or public school
students on the campus.
Transfer students do not have the option to omit portions of their
educational history in order to apply as a freshman.
Please read the CUNY Policy on Submission of Fraudulent
Documents and on the Omission of Information in Support of an
Application for Admission located at: www.cuny.edu/admissions, for
further details.
FRESHMAN APPLICANTS
Freshmen are students who have not attended a college or university
after completing high school. These students should file the
Freshman Application for Admission indicating Medgar Evers College
as their first choice. The application requires an application fee and
an official high school transcript, copy of a high school diploma,
or General Education Diploma (GED) scores from an accredited
educational institution. Neither a high school certificate nor an
Individualized Educational Program (IEP) diploma is acceptable.
International applicants from non–English-speaking countries must
also submit TOEFL scores.
In partnership with the New York City Board of Education, the
University has instituted requirements for entering students called
the College Preparatory Initiative (CPI). Freshman applicants to our
baccalaureate degree programs will be screened initially to select
those with a minimum 80 average including academic subjects of:
1. Two (2) units of Laboratory Science
2. Three (3) units of Mathematics
3. Four (4) units of English
4. Four (4) units of Social Science
5. Two (2) units of Foreign Language
Definitions:
A freshman is a student who has not previously attended any college,
university, and/or proprietary school within or outside the United
States since graduating from high school or secondary school.
6. One (1) unit of Fine Arts
Each unit must equal a one-year high school course.
All other applicants may be considered for our associate degree
21
Office of Admissions
programs. The admissions decision will be based on the overall high
school performance of the applicants.
The SEEK (Search for Education, Elevation, and Knowledge) Program provides a limited number of economically and educationally
disadvantaged U.S. citizen, U.S. legal permanent resident, asylee,
or refugee students with academic services and a stipend to help
meet educational costs. Students applying for SEEK admission must
complete the appropriate portion of the CUNY Freshman Application
and select the SEEK option. Students who meet financial guidelines
and show strong motivation for a college education are considered
for this program. A stipend for educational expenses is awarded to
those students who are eligible.
CREDIT FOR WORK COMPLETED DURING HIGH SCHOOL
Credit for Advanced Placement (AP) examinations with appropriate
grades within certain disciplines and for work completed in
recognized pre-freshman programs may be considered.
College Now students and those students who have completed college-level coursework offered by an accredited senior or community
college; while in high school, may receive credit for courses in which
grades of C or better are earned. Official college transcripts must
be submitted to UAPC or to the Office of Admissions & Recruitment
for credit to be considered.
All accepted students must demonstrate basic skills proficiency upon
admission to the college. Please see the “Academic Requirements
and Regulations” section of this catalog.
TRANSFER (ADVANCED STANDING) STUDENTS
Students who have attended a college or other postsecondary
institution should file a CUNY Transfer Application for Admission. The
application requires an application fee and official transcripts from all
institutions attended, including high school. Your high school diploma
may be submitted in place of the official high school transcript.
Transfer applicants are considered for admission with advanced
standing if they meet the following minimum criteria:
Prior College Attended
CUNY College
Non-CUNY College
MINIMUM GPA
2.0
2.2
Transfer students with fewer than 24 credits earned must have the
minimum grade point average (GPA) and an acceptable academic
high school average and course of study as outlined above. These
are the requirements for consideration. Actual admission criteria are
usually higher. Former students who have earned a Baccalaureate
degree from Medgar Evers College must file an online Transfer
application at www.cuny.edu/undergraduate in order to be considered
to pursue a second degree.
TRANSFER CREDITS
Transfer credit will only be granted from regionally accredited
institutions listed on the student’s admissions application. Failure
to list all postsecondary institutions attended will subject a student
to disciplinary action and a review of the admission decision. Credit
22
is given only for courses taken at institutions that are accredited by
one of the regional accrediting commissions in consultation with the
appropriate School and department to which the student has been
accepted. Most transcript evaluations are available prior to course
registration.
The maximum number of credits that may be transferred toward a
Baccalaureate degree is 90. The maximum number of credits that
may be transferred toward the Associate degree is 30. Credits
from an accredited non-CUNY college may be accepted if a grade
of at least a C was obtained. Transfer credit will not be granted for
any remedial, developmental or ESL courses. Credits earned with
any passing grade from another unit of CUNY may be transferable.
Transfer students who have earned an associate degree from a
regionally accredited college may have to complete more than
60 additional credits in order to complete the bachelor’s degree
requirements. Transcript evaluations can only be performed for
accepted students. Applicants are required to report and provide
transcripts for all previous coursework taken after high school
including coursework that was in progress at the time of application.
Failure to do so may result in the denial of all transfer credit and
suspension from CUNY.
TRANSFER POLICIES
Transfer Policies Pertaining to CUNY Associate in Arts (A.A.) Degree
Programs.
1. All City University of New York Associate in Arts degree
recipients shall be:
a. given priority for transfer over non-University students
seeking transfer, accepted as matriculated students at a senior
college of The City University of New York, and upon transfer,
granted a minimum of 60 credits toward a baccalaureate degree
and be required to complete only the difference between the 60
credits granted and the total credits normally required for the
degree.
2. All Liberal Arts and Science courses successfully completed in
one City University college are transferable, with full credit, to each
college of the University. Credit will be granted for these courses in
all departments and programs, and recognized for the fulfillment of
degree requirements irrespective of whether the student has fulfilled
the requirements for the associate degree.
3. Effective Fall 2000, students who have earned a City University
Associate in Arts (A.A.) degree will be deemed to have automatically
fulfilled the lower division liberal arts and science distribution
requirements for a baccalaureate degree. However, students may
be asked to complete a course in a discipline required by a senior
college’s baccalaureate distribution requirements that was not
part of the student’s associate degree program. In such cases all
coursework required will be applied towards the total number of
credits normally required for the baccalaureate degree (see note c).
4. Based on a fair and reasonable evaluation of a student’s
transcript at least nine (9) credits will be granted in the student’s
major (including laboratory science). Note that this does not preclude
a senior college from granting more than nine credits in the student’s
major. (Students who change their major upon transfer may not have
completed coursework that can be applied towards a new major.)
Please note the following:
When students transfer prior to the completion of an A.A. degree, the
liberal arts and science courses they have completed will be deemed
to have fulfilled discipline-specific distribution requirements for all
baccalaureate programs on a discipline-by-discipline basis, with
the exception that upper division coursework will not be recognized
unless appropriate prerequisites have been satisfied.
a. Students who have completed professional courses such as
Accounting, Education or Nursing, where instruction is begun at the
associate degree level and continued at the baccalaureate level, will
be granted credit for such coursework upon transfer with the A.A.
degree. However, the senior college shall determine the proper level
of placement in its professional course sequence and the coursework
can apply to the professional degree.
b. Graduates of A.A. degree programs who have not completed
at least one year of foreign language study (or established an
equivalent proficiency) and transfer into a baccalaureate program
requiring a foreign language may be asked to complete six (6)
to eight (8) credits of foreign language coursework (or establish
an equivalent proficiency) in addition to their normal degree
requirements. Proficiency may be established based upon high
school coursework, native language abilities, or examination.
SPECIAL ADMISSION PROGRAMS
Newly accepted freshman or transfer students intending to pursue
the following degrees and/or programs must complete pre-requisite
program requirements as Medgar Evers College students and the
submission of a secondary application for these specializations:
•
Associate in Applied Science in Nursing (RN)
•
Bachelor of Arts in Childhood Education
•
Bachelor of Arts in Childhood Special Education
•
Bachelor of Arts in Early Childhood Special Education
•
Bachelor of Science in Social Work
•
Certificate in Practical Nursing (LPN)
•
SUNY Downstate Bachelor of Science degrees
- Diagnostic Medical Imaging
- Occupational Therapy
- Physical Therapy
- Physician Assistant
Please refer to the specific section of the catalog that pertains to the
degree you are interested in for details.
PLEASE NOTE: Successful completion of the degree programs will
require the passing of specific state licensing and certification exams
in order to practice in these professions.
INTERNATIONAL APPLICANTS
For admission purposes, an international student is defined as an
applicant who seeks an F-1 or J-1 non-immigrant classification.
International applicants should file the appropriate freshman or
transfer application online at www.cuny.edu.
Applicants from non–English-speaking countries must submit TOEFL
scores along with official educational transcripts including English
translations where applicable to the University Application Processing
Center. The deadline for international applicants to submit a
completed application and official transcripts is posted on the www.
cuny.edu website for fall and spring admission. Conditional admission
is not available to students who require a semester or a year to learn
English. Applicants are responsible for the payment of all tuition
and fees at the time of course registration every semester. Financial
assistance is not provided to international students; they must
provide proof of financial ability to finance their tuition, fees, room &
board, books, transportation and incidental expenses. The estimated
cost is $33,000 USD per year and is subject to change. Housing
arrangements must be made by the student. The law regulating
international students studying in the United States can be found on
the United States Citizenship & Immigration website at www.uscis.
gov under 8CFR214.2. Policies governing International Student
Services are based upon policies and practices recommended
by CUNY General Counsel, NAFSA: Association of International
Educators, AACRAO: American Association of Collegiate Registrars
and Admissions Officers, and other educational organizations.
NON-DEGREE AND PERMIT STUDENTS
An individual may attend as a non-degree student or permit (visiting)
student if they wish to take credit bearing courses but are not
working toward a degree. These students are limited to a maximum
of fifteen (15) credits. All applicants must fulfill CUNY and Collegewide requirements by meeting appropriate basic skills proficiency
in reading, writing and mathematics. Non-degree students may
only register for courses for which they have the prerequisites.
Applicants must complete pre-requisite and co-requisite courses with
a passing grade before enrolling in college level or advanced level
courses. Permit students and baccalaureate degree holders are
exempted from taking the placement examination. Applications may
be obtained in person from the Office of Admission & Recruitment,
or at the website www.mec.cuny.edu/admission. Students must
submit copies of their college transcripts and proof of having paid the
application fee at the time of application submission. Permit students
from colleges outside the CUNY system should obtain a non-degree
application and follow the instructions.
Currently enrolled CUNY students should file e-permit applications
via their CUNY Portal accounts. Applicants must check the college’s
Academic Calendar for application deadline dates and course
registration dates.
SENIOR CITIZENS
Bona fide New York residents 60 years of age and older and
who have completed high school are permitted to register for
undergraduate courses on an audit basis as non-degree students on
a space-available basis for $80 per semester (a $65 application fee
and a $15 Comprehensive Fee).
These students are exempt from all other fees and charges.
Senior citizens may take no more than 6 credits a term on an audit
basis only. Senior citizens who wish to take courses for degree credit
will be assessed the appropriate tuition charges.
Senior citizens must submit a non-Degree application and a Senior
23
Audit Form, proof of high school completion and provide proof of
eligibility (i.e., Medicaid card, birth certificate, or passport) to the
Office of Admissions & Recruitment.
Applicants must check the college’s Academic Calendar for
application deadline dates and course registration dates.
CHANGE OF STATUS FROM NON-DEGREE TO DEGREE
Students who wish to change their status from non-degree to degree
must complete a CUNY Transfer Application located at www.cuny.
edu. In order to have their non-degree courses considered as part of
the degree requirements, students must also submit a Matriculation
Application for Degree Status. This may be obtained from the Office
of Admissions and Recruitment Applicants must check the college’s
Academic Calendar for application deadline dates and course
registration dates.
READMISSION
Students who formerly attended and wish to be readmitted to the
College must complete a Readmission Application. This may be
obtained from the Office Admissions & Recruitment in person or via
the website at www.mec.cuny.edu/admission.
There is an application fee and official transcripts from all institutions
attended since you were last in attendance are required. Applicants
must check the college’s Academic Calendar for application deadline
dates and course registration dates.
Former students who were dismissed for academic reasons must
apply for reinstatement with the appropriate Committee on Academic
Standing before a readmission decision can be made.
Students who attended other colleges or universities after leaving
Medgar Evers College should file a readmission application prior to
returning to Medgar Evers College rather than a transfer application.
Students not in continuous attendance are subject to any new
curriculum requirements in effect at the date of reentry.
VETERANS
Medgar Evers College is an approved training institution for
veterans, disabled veterans, and children of deceased or totally and
permanently disabled veterans. Students have veteran status if they:
•
have engaged in active duty in the U.S. Army, Navy, Air
Force, Marines, Coast Guard, National Guard or Reserves
and were called to active duty for purposes other than
training, or were a cadet or midshipman at one of the
service academies and,
•
were released under condition other than dishonorable
discharge and had been engaged in active duty for at least
one day. Box 24 of the DD214 indicates the “Character
of Service.” Students currently serving in the Active
Reserve Forces, or entitled to benefits accrued in the
reserve component, while not technically veterans, are
entitled to certain resources. Please contact the Veteran
Administration or the campus Veteran Certifying Officer for
more details. Veteran applicants are exempt from paying
the CUNY undergraduate application fee. Please log on to
the following website www.cuny.edu/veteran for procedures
on how to obtain the Veterans Fee Waiver.
24
Educational Costs
Interim Comptroller:
Chi Koon
718 270 6168 office
718 270 6195 fax
[email protected]
Office:
C-200
Bursar:
Thais Pilieri
718 270 6986 office
718 270 6286 fax
[email protected]
Office:
S-308
Manager: George Softleigh
718 270 6086 office
718 270 6286 fax
[email protected]
Coordinator:
Dilaila Inirio
718 270 6089 office
718 270 6286 fax
[email protected]
GENERAL INFORMATION
The cost of education is an important consideration for students
when choosing a college program. The following information should
be of assistance to any student who is interested in calculating the
costs related to attending The City University of New York.
RESIDENCY FOR TUITION BILLING PURPOSES
Students are eligible for the tuition rate for residents of New York
State if they meet the following requirements:
1. 18 years of age or older;
2. United States citizen or alien with permanent resident status;
3. have maintained their principal place(s) of residence in New York
State for a period of twelve (12) consecutive months immediately
preceding the first day of classes.
The residence of a person under the age of 18 is that of his/
her parents unless the person is an emancipated minor (i.e., one
whose parents have intentionally and voluntarily renounced all the
legal duties and surrendered all the legal rights of their position as
parents).
All students who wish to apply for lower tuition must present proof of
residence to the Office of Admissions prior to registration.
TUITION
Beginning with the 2005-2006 Academic Year, undergraduate students who attend any institution within The City University of New
York will be charged according to the following tuition fee guidelines:
1. A full-time undergraduate degree student is one who is enrolled for
12 to 18 credits or equated credits. Full-time in state degree
students are billed one total fixed amount for 12 to 18 credits or
equated credits.
2. A part-time undergraduate degree student is one who is enrolled
for less than twelve (12) credits or equated credits. Part-time
students are billed on a per credit basis up to but not including 12
credits or equated credits. The tuition should not exceed the
full-time degree rate in a regular semester, which is up to eighteen
(18) credits.
3. There is no full-time tuition rate for summer session students.
Therefore, both summer session students and non-degree
students are billed on a per credit basis regardless of the number
of credits for which they register. However, those students whose
tuition is paid by TAP must register for no less than six (6) credits.
4. Students meeting the residency requirements and having
submitted documentation of residency will be charged the resident
tuition rate. If not, they will pay the non-resident tuition rate.
Non-degree students are charged per credit.
REGISTRATION VALIDATION: 72-HOURS RULE
No student registration is final until it has been validated by the
Bursar. After a student has had his/her courses entered, he/she is
issued a bill. That bill must be signed and taken to the Bursar’s Office
in the School of Business and Student Services Building, Room
SBSS 308.
1. The Bursar’s Office will exchange the student’s bill, on receipt
of payment and after applying financial aid estimates or accepting
SallieMae Tuition Pay Plan, for a validated Bursar’s Receipt.
2. This Bursar’s Receipt is the only acceptable proof that registration
has been validated.
3. Students who participate in the early registration process must
have their registration validated by the “due date” indicated on the
face of the bill.
4. Students who register during regular or late registration must have
their registration validated within 72 hours of the date that they
registered.
Registration is not final and will be cancelled for any student who
does not have his/her registration validated within these time limits.
There are NO EXCEPTIONS.
TUITION AND FEES
Tuition and fees listed in this Bulletin and in any registration
material issued by the College is subject to change by CUNY
Board of Trustees without prior notice. For the schedule of
tuition and fees , please check the Bursar website at http://www.
mec.cuny.edu/bursar/fees.asp.
1. In the event of an increase in tuition and fees, any payments
already made to the College will be treated as a partial payment.
2. Students will be notified of the additional amount due, the method
of payment, and the payment due date.
25
Educational Costs
PAYMENT OF TUITION AND FEES
When planning to register for courses, students must be prepared
to pay tuition, student activity, consolidated, technology, senate fee
and any other fees associated with registration. A student is not
officially registered until all financial obligations to the College have
been satisfied. All tuition and fees must be paid within 72-hours after
the day of registration. If this is not possible, students may make
arrangements to pay through one of the following methods:
1. Financial Aid Award (PELL or TAP)
2. Student Loan
3. Sallie Mae Tuition Pay Plan
4. Tuition Waiver
5. Voucher
6. Special Registration Status (i.e. Veteran or other third party)
NOTICE TO STUDENTS
All Financial Aid Students must go to the Bursar’s Office to validate
their registration in order to receive a Bursar’s Receipt.
Registration dates are printed in the “Schedule of Classes” for each
semester.
1. If a student’s bill is not paid and no arrangements to pay within
72-Hours have been made with financial aid, student loan,
Sallie Mae Tuition Pay, tuition waiver, special status or hardship
deferment, his/her registration will be canceled.
2. A student who has not fulfilled all financial obligations to the
College (for example, fails to make deferred payments, or fails to
satisfy the deficit between projected financial aid and actual
financial award)
i. will not receive a grade report;
ii. will be barred from obtaining a transcript; and
iii. will not be allowed to register for the subsequent
semester, until his/her financial obligation to the College
is fulfilled.
METHOD OF PAYMENT
Payment may be in cash, money order, certified check, travelers
check, credit card (MasterCard, Discover, or American Express) via
E-SIMS only, VISA is not accepted, or tuition payment plan where
payments have been made directly to Sallie Mae. Please note the
following:
1. Students can make payment in E-SIMS by credit cards only.
2. No partial payment is accepted in E-SIMS.
3. Sallie Mae accepts payment online by credit card or by check.
4. Students are encouraged to apply online for Sallie Mae Tuition Pay
payment plan and make their payments online.
Technology fee of $100.00 will be charged if the student registers
initially as full-time and subsequently changes to part-time status
once the college begins. Senior Citizens are exempted from
Technology Fee.
If paying by check or money order:
1. The student’s name, last 4 digits of the social security number,
and address must be written on the face of the check or money
order.
2. When a check is returned for “Insufficient Funds” or marked “Stop
Payment, the student remains liable for Tuition and Fees in
addition to the Processing Fee.
3. A “Stop Payment” on a check or an “Unofficial Withdrawal” does
not cancel a student’s registration or financial obligation.
4. The student must “Withdraw Officially” within the required Refund
Period for any refunds. (See Refund Section.)
SALLIE MAE TUITION PAYMENT PLAN
Medgar Evers College understands that sometimes students need
some help managing their tuition bill. That’s why we offer the Medgar
Evers College tuition payment plan administered by Sallie Mae®.
Payment plans are convenient, manageable payment solutions
that give students the option to pay tuition in interest-free monthly
installments, rather than one lump sum. The plan is simple to use
and provides students with flexible plan terms with convenient
payment options.
PAYMENT FOR PARAPROFESSIONALS
Financial Aid is the first source of payment. The Board of Education
will pay for up to six (6) credits for tuition cost, only if Financial
Aid is unavailable. A voucher from the Board of Education must be
presented to the Bursar’s Office for deferment of payment.
PRIOR SEMESTER TUITION
Prior semester tuition must be PAID IN FULL before any payment is
applied to the current semester tuition.
EARLY REGISTRATION
Students registering during the Early Registration Period will be
mailed a bill that MUST be paid by the payment-due-date printed on
the bill. If payment is not received by the due date, the College will:
a. cancel enrollment in all courses for which the student has
pre-registered, and
b. the student will have to re-register during the regular
registration period.
DROP BOX
A student does not have to wait on line at the Bursar Office
to make payment if he/she is paying by money order, certified
check, personal check, travelers check, or with a credit card
online. Payment can be made by the use of the Drop Box at the
Bursar’s Office.
REGULAR AND LATE REGISTRATION
A student registering during the Regular or Late Registration periods
will be required to pick up his or her bill at the Bursar’s Office. All
payments must be made at the Bursar’s Office on or before the
day the bill is picked up. If payment or other financial arrangements
are not made within 72 hours, the College will cancel the student’s
registration.
All Students
Technology Fee
Full-time Students
Part-Time Students
ADDITIONAL EDUCATIONAL EXPENSES
In addition to Tuition and Fees, there are other costs associated with
attending college. The costs listed below are an average estimate of
possible additional student expenses.
26
$100.00
$ 50.00
Educational Costs
Students Living Away From Parents
Academic Year
Summer Session
Books & Supplies
$1456.00
$ 208.00
Transportation
$1360.00
$ 170.00
Housing
$13848.00
$1731.00
Price Food
$2693.00
$ 337.00
Students Living With Parents
Academic Year
Summer Session
Books and Supplies
$1456.00
$208.00
Transportation
$1360.00
$170.00
Housing
$1918.00
$320.00
REFUND
In order to receive a one hundred percent (100%) tuition refund,
including accelerated fees:
1. a student must withdraw from course(s) prior to the first day of
classes, or
2. withdraw from the College.
Students should consult the “Schedule of Classes” for additional
information on the refund schedule.
Tuition refunds are also made in accordance with Board of Trustees’
regulations when certain circumstances such as military or Peace
Corps service apply.
When a student initiates a “withdrawal” the date on which the
student drops his or her classes, not the last date of attendance,
is considered the official date of withdrawal for the purpose of
computing tuition refunds.
Class non-attendance, informing the instructor of withdrawal, altering
the bill to indicate intention to drop a course(s), or stopping payment
on a check does not constitute an “Official Withdrawal.” If a
portion of tuition has been paid with Federal Financial Aid funds that
portion of any tuition refund is returned to the appropriate Financial
Aid Program.
LOST LIBRARY ITEM
The student must pay a $10 processing charge in addition to the
current price of the item.
MISCELLANEOUS FEES AND CHARGES
ALL ARE NON-REFUNDABLE
Application Admission Fee $65
Freshman and non-degree
students with the exceptions of
Senior Citizens
$70
Undergraduate Transfer
students with the exception of Senior Citizens
$65
Senior Citizens
Re-admission
$10
Students who were absent
from College for one (1) or
more semesters, with the
exception of Senior Citizens
Late Registration
$25
Charged after the specified
registration period
Program Change
$18
Insufficient Funds
$15
Charge for Non Negotiable
(NG) Checks
Transcript Request
$7
Each Transcript (if transcript
is sent to another CUNY
campus, there is no charge)
Make-up Exams
$15
First Make-up Exam
$5
Each Additional Make-up
Exam
$25
Maximum for the semester
Students should be aware that “Withdrawal” from courses after
the first day of class will incur a tuition liability. Withdrawal after
the third week of classes or failure to complete a course will affect
their Financial Aid. For any questions regarding Financial Aid, visit
the Financial Aid Office.
Duplicate ID Card $10
Duplicate Diploma $15
The number of months given to the student to pay his/her tuition will
depend on the amount of tuition and the down payment paid at the
time the student enters into the contract with Sallie Mae Tuition Pay.
However, if a student drops his/her courses, the student is still liable
to Sallie Mae for a portion or the entire balance.
Student Activity
$35.85 All students are required to
pay this fee
LIBRARY FINES AND REPLACEMENT COSTS
The student must pay any overdue fines, up to and including the date
the item is reported as being damaged or as a lost library item. He
or she must also pay an amount to be determined by the nature and
extent of the damage not to exceed the current price of the item, plus
a processing charge of $10.
Duplicate Bill
Effective date July 1, 1997
$5
Consolidated Service $15
All students, including
non-degree students and
senior citizens, are required to
pay this fee
Technology Fee
$100
Per semester for full-time
students
$50
Per semester for part-time
students
Duplicate ID Card $10
Effective date July 1, 1997
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Educational Costs
Library Fines for
Overdue Books
0.10
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General circulation of 10 cents
a day including days on which
the library is closed to a
maximum of the current price
of the item.
Financial Aid
Director
of Financial Aid:
Nigel Thompson
718 270-6141 office
718 270-6194fax
[email protected]
Office:
S-110
Associate Director:
Wilson Mendez-Lorenzo
718 270-6134
[email protected]
Assistant Director:
Amado Calderon, Jr.
718 270-6133
[email protected]
GENERAL INFORMATION
After having identified their educational costs and matching them to
their own personal resources, most students discover that, in order
for them to enter or to continue college, they need some form of
financial assistance.
The financial aid staff at Medgar Evers College helps students
receive all of the financial aid for which they are eligible. They
do this through the provision of information, advice and services
in accordance with Federal and State financial aid regulations.
However, the primary responsibility to meet educational costs rest
with the student and when relevant with the student’s family.
APPLYING FOR FINANCIAL AID
The Free Application for Federal Student Aid (FAFSA) is available
online must be completed each academic year. The academic
year begins with the summer semester and concludes with the
subsequent spring semester.
The CUNY Supplement must also be completed in order to be
considered for the Aid for Part Time Study (APTS). The application
can be obtained from CUNYfirst Student Center.
Students may file their Financial Aid application via the Web in
the Medgar Evers College Financial Aid Computer Lab located in
Room S-106 of the Student Support Services building. The Lab
Coordinator will assist all students. Students also can apply from any
computer at www.fafsa.ed.gov.
is complete and the information on the application is correct.
Suspected cases of fraud will be referred to the U.S. Department
of Education Office of the Inspector General.
FEDERAL FINANCIAL AID PROGRAMS (TITLE IV)
General Eligibility Requirements
To be eligible for Title IV assistance, an applicant must
meet the following general eligibility requirements:
1. Be enrolled or accepted for enrollment
2. Be a matriculated student
3. Be in an eligible program
4. Be a U.S. citizen or eligible non-citizen
5. Be registered with the Selective Service System and
sign a Statement of Registration Status (for males between the
ages of 18-25)
6. Have a high school diploma or GED, pass an approved ability
to benefit test (ATB), enroll in a school that participates in an
approved state process, or complete his or her state’s
requirements applicable to home schooling
7. Maintain satisfactory academic progress
8. Meet enrollment status requirements
9. Not be a member of a religious community that
directs the program of study or provides maintenance
10. Not be enrolled concurrently in an elementary or secondary
school
11. Not be in default on a Title IV Student Loan borrowed for
attendance at any institution
12. Not have borrowed in excess of Title IV Loan limits
13. Not owe a repayment on a Title IV Grant or
Scholarship received for attendance at any institution
CAMPUS-BASED FINANCIAL AID PROGRAMS
Federal Work Study Program (FWS)
The purpose of the Federal Work Study Program is to give part-time
employment to undergraduate students who need the income to help
meet the costs of postsecondary education and to encourage FWS
recipients to participate in community service activities. To be eligible
for this program, applicants must complete the FAFSA applications.
Federal Supplementary Educational Opportunity Grant
(FSEOG)
To receive an FSEOG, a student must meet the applicable general
eligibility requirements for Title IV aid. Additionally, a student must
have exceptional financial need. A student is not required to repay
this grant.
Verification
After filing a Financial Aid application and receiving a response, some students may be selected for verification. When
an applicant is selected for verification by the College or the
U.S. Department of Education, the student may be required to
document his/her household size, number of siblings in college,
adjusted gross income, taxes paid, child support, SNAP and
other untaxed income and benefits.
Federal Perkins Loan (FPL)
The Federal Perkins Loan is a low-interest long-term loan, made
through the College to help needy undergraduate students pay their
postsecondary educational costs. Priority is given to students who
demonstrate exceptional financial need. Perkins Loan recipients
must complete an entrance interview before receipt of the check and
an exit interview prior to separation from the College.
A financial aid award will not be disbursed until the process
NON-CAMPUS BASED FINANCIAL AID PROGRAMS
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Financial Aid
Federal Pell Grant (FPELL)
The Federal Pell Grant is an award to help first-time undergraduates
pay for their education after high school. A first-time undergraduate
is one who has not earned a bachelor’s or first professional degree.
The award is based on financial need and academic achievement.
William D. Ford Federal Direct Loan Program
TThe William D. Ford Federal Direct Loan Program provides student
and parent loans. The Direct Loan Program differs from traditional
student loan programs in that the Federal Government provides the
loan principal; private lenders are not involved. (Flexible repayment
options and consolidation are also available.)
On Direct Subsidized Loans the Federal Government pays the
accruing interest on the loan while the student is in school and during
certain deferment periods. All students must complete a FAFSA in
order to apply for a Direct Loan. An entrance and exit counseling
interview is required. The loan is need-based and a student may not
borrow more than his/her need. A student’s financial need is based
on the following formula:
Cost of Attendance - Estimated Family Contribution = Financial
Need
Direct Unsubsidized Loans
A student in need of additional aid may apply for and receive a
Direct Unsubsidized Loan. (Interest accrues from the date of loan
origination and is the responsibility of the borrower.) For both types
of loans, repayment of loan principal does not begin until the student
has left school and the grace period has expired. An entrance and
exit counseling interview is required.
Federal Direct PLUS Loan
FPLUS Loans make funds available to parents borrowing on behalf
of their children. The loan is unsubsidized, so parent borrowers are
responsible for accruing interest from the date of loan origination.
Repayment begins while the student is still in school and there is no
grace period. FPLUS Loans may be counted as part of the expected
family contribution and are not based on demonstrated financial
need.
Loan amounts depend on the student’s year in school and enrollment
status. All students must be enrolled on at least a half-time basis to
qualify for a loan.
Borrowers of all Direct Loan Programs must sign a promissory note
agreeing to repay the loan.
Veterans Administration (VA) Educational Benefits
Financial assistance is available to eligible veterans and children of
deceased veterans or service-connected disabled veterans. Award
amounts vary. For more information and applications about the
program, contact any regional Department of Veterans Affairs Office
in your area or call 800 635-6534.
STATE FINANCIAL AID PROGRAMS
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General Eligibility Requirements
1. Meet one of the United States citizenship requirements
2. Meet New York State residency requirements
3. Enroll as a full-time student
4. Enroll in an approved program of study in a New York State
postsecondary institution
5. Be in matriculated status
6. Be in good academic standing
7. Not be in default on any student loan
8. Have a minimum tuition liability of at least $200 per academic
year ($100 per semester).
Tuition Assistance Program (TAP)
TAP is an Entitlement Grant Program for New York State residents
attending postsecondary institutions in the state. The Program
provides grant assistance to help eligible full-time students meet
tuition charges.
1. Students in associate degree or certificate programs are eligible
for up to three years of assistance (36 payment points).
2. Students in bachelor degree programs are eligible for up to four
years of assistance (48 payment points).
3. SEEK students are eligible for up to five years of assistance
(60 payment points).Awards vary according to tuition charges,
type of institution attended, family net taxable income and the
academic year in which student receives his/her first payment.
Aid to Part-time Study (APTS)
This Program provides tuition assistance to eligible undergraduate
students enrolled on a part-time basis. Unlike other grant and
scholarship programs administered by New York State Higher
Education Services Corporation (NYSHESC) the APTS Program
operates as a campus based program. To apply, students must
complete the CUNY Supplement. The amount of the award will
depend on a student’s financial need, the tuition cost, the college’s
allocation of funds, and the total number of eligible part-time students
attending the college who apply for the award.
APTS awards reduce a student’s total award eligibility for TAP. Once
TAP eligibility is exhausted, students are no longer eligible for APTS.
APTS is considered one half of a TAP Award (3 payment points).
City University Supplemental Tuition Assistance (CUSTA)
The CUSTA Award is a City University administered program to
assist students who experience a reduction in their TAP Award in
their 5th semester of TAP eligibility. To be eligible for the CUSTA
Award, students must be:
1. Enrolled in an undergraduate program at a CUNY Senior or
Technical College.
2. Enrolled on a full-time basis.
3. Eligible for the maximum TAP Award.
4. At least a fifth-semester TAP eligible recipient who has
not exhausted their TAP eligibility.
The Search for Education, Elevation and Knowledge
(SEEK) Program
This Program assists in providing higher education opportunity for
educationally and economically disadvantaged students. Students
are provided with specialized counseling, tutorial services, academic
instruction, and additional financial aid stipends for books and fees.
Financial Aid
Requirements for eligibility are on the Freshmen Application for
Admissions.
Students who are Delinquent or in Default
Students who are delinquent and/or in default of any of their financial
accounts with the College, the University, or an appropriate State
or Federal Agency for which the University acts as either disbursing
or certifying agent, are not permitted to complete registration,
and cannot be issued either a copy of their grades, a transcript of
academic records, or their certificate or degree. They cannot receive
any funds under the Federal Campus-based Student Assistance
Programs nor the Federal Pell Grant Program unless the designated
officer waives IN WRITING the application of this regulation. This
can only be done in exceptional hardship cases and must be
consistent with Federal and State Regulations.
STUDENTS’ RIGHTS AND RESPONSIBILITIES FOR
FINANCIAL AID
Students, it is your responsibility to:
1. Review and consider all information about the College’s
programs before you enroll.
2. Accurately submit your Financial Aid applications by the required
deadline. Errors can delay or prevent you from receiving aid.
Additionally, knowingly misreporting information is a violation of
the law and subject to penalties.
3. Read, understand, and accept responsibility for all agreements
you are asked to sign.
4. Notify the Financial Aid Office of changes in your name, address,
or enrollment status immediately. If you have a loan, you must
also notify your lender of any of these changes.
5. Be aware of the College’s refund policy.
6. Know the programs’ limits on:
a. total amount of aid;
b. number of years you can receive aid.
Do not borrow more from student loans than you need.
7. Know the terms of repayment on your student loan(s).
8. Work out a financial plan for yourself.
9. Keep a good file. Be sure to keep records (copies of promissory
notes, canceled checks, payment receipts) of all of your
obligations. Use this file when talking to your lender or Financial
Aid Office about any problems.
award” the semester immediately following the one in which the
student failed to meet program pursuit and/or academic progress
standards. The waiver can only be granted once and is only
approved if a student can demonstrate and document unusual or
extraordinary circumstances e.g., death of family member, personal
tragedy or illness. TAP Waiver Forms are available in the Office of
Financial Aid.
Tuition Credit, Check Disbursement and Refund Policy
At registration, Financial Aid awards are applied to a student’s
account in the following priority order:
1. TAP
2. FPELL
3. LoansFunds not used for institutional costs are disbursed to
students. A distribution calendar (obtained at the Bursar or Financial
Aid Offices) lists the disbursement dates for CUSTA, FPELL,
FSEOG, FWS, FPerkins Loan, SEEK Funds, and Direct Loans.
Questions concerning the dates of disbursement or the amount of the
check should be addressed to the Office of Financial Aid.
To receive payment of an award, students must be enrolled for the
appropriate number of credits or equated hours. Students who add
or drop courses prior to receiving payment will have their awards
adjusted accordingly. The student’s enrollment status on the day
he/she receives an award will be used to determine financial aid
eligibility unless the student completely withdraws from classes.
Federal Pell awards will be adjusted for students who incur tuition
liability due to a change in their enrollment status.
SCHOLARSHIPS
The College awards a variety of scholarships and certificates
annually to students who demonstrate academic excellence and
achievement. Information concerning these awards may be obtained
from the Scholarship Office, the Office of the Student Affairs, and
from the Chairpersons of the Academic Departments.
Students are encouraged to research and apply for outside grants
and scholarships. The public libraries have information on many
sources of public and private aid.
Appeal of Financial Aid Probation / Suspension
A student may appeal a determination of “unsatisfactory
progress” for Title IV aid through the following procedure:
1. The student indicates in writing to the Director of Financial Aid:
a. reasons why he/she did not achieve the minimum academic
requirements;
b. reasons why his/her aid should not be terminated, and,
c. supplement any written appeal with documentation to
support why satisfactory academic progress was not
maintained.
2. Appeals will be received by a committee to determine if the
student’s claim is justified. The student is then advised of the
decision.
Waiver of Good Academic Standing Requirements
Academically proficient students who experience a “bad semester”
can apply for a waiver, which permits a student to receive a “state
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Financial Aid
STATE AID and TAP ACADEMIC PERFORMANCE CHART
The New York State Tuition Assistance Program (TAP) Performance Chart applies to all students receiving payments from TAP program.
Good academic standing requirement for New York State financial aid programs consists of both an “Academic Progress” and a “Program
Pursuit” component as explained below.
To be eligible for a TAP award, students must be enrolled for at least 12 credits or the equivalent. Courses may be counted toward full-time
study only if they are applicable toward a degree. Electives are acceptable when taken in accordance with published degree requirements. A
student may take courses not applicable to a degree in a given semester as long as the coursework is above the minimum full-time requirement
of 12 credits. Undergraduate students may receive TAP awards for eight semesters; SEEK students may receive TAP awards for 10 semesters.
To receive each TAP payment:
• you must have completed a specific number of credits in the previous TAP semester;
• you must have accumulated a specific number of credits towards your degree;
• you must maintain a specific minimum GPA (grade point average); and
• you must have declared a major by the time you complete 60 credits.
In order to receive TAP and scholarships, a student must meet specific academic standards. Students will be evaluated depending on when
they received their first TAP payment and whether they are in a remedial program.
FIRST-TIME TAP RECIPIENTS 2010–2011 AND LATER, NON-REMEDIAL
To receive payment number:
1
2
3
4
You must have completed at least
this many credits in the previous semester:
0
6
9
12 You must have accumulated this many credits
toward your degree:
0
6
15 27 You must have a GPA of:
0
1.5 1.8 1.8 FIRST-TIME TAP RECIPIENTS 2006–2007 AND REMEDIAL STUDENTS
To receive payment number:
1
2
3
4
You must have completed at least
this many credits in the previous payment semester: 0 6
9
12 You must have accumulated this
many credits toward your degree:
0
3
9
21
You must have a GPA of:
0 1.1 1.2
1.3
5
6
7
8
9
10
12
12 15 15 15 15
39
2.0 51
2.0 66 2.0 81 2.0 96
2.0 111
2.0
5
6
7
8
9
10
12
12 15 15
15
15
33
2.0 45
2.0 60
2.0 75
2.0 90
2.0 105
2.0
Note: Students who believe that they may not meet the new TAP standards should consider registering for additional credits. In all cases,
students should weigh the impact of failing or withdrawing from courses on their future eligibility for TAP.
“Remedial student” is defined as student:
(A)
Whose scores on a recognized placement exam or nationally recognized standardized exam indicated the need for remediation for at
least two semesters, as certified by the college and approved by the State Education Department (SED);
(B)
Who was enrolled in at least six hours of non-remedial courses, as approved by SED, in the first term they received a TAP award;
(C)
Who is or was enrolled in an opportunity program.
*OTHER IMPORTANT NUMBERS: Federal Pell Grant (800) 433-3243; TAP (888) 697-4372; Loan Status (518) 473-1688; RETA (Renewed
Eligibility for Financial Aid) (518) 486-7227; Federal Direct Loan (800) 848-0979; USDE (NDSL Perkins Loan Default) (800) 621-3115;
Duplicate SAR Applications Status (319) 337-5665.
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Registration Information
Registrar: Tatiana Mejic
718 270-6040 office
718 270-6171 fax
[email protected]
Office:
S-301
Associate Registrar:
Norma Goodman
718 270-6034
[email protected]
Assistant Registrar:
Nilsa Watson
718 270-6104
[email protected]
GENERAL INFORMATION
Students register for classes according to the procedures established
by the Registrar’s Office. Students have the responsibility of keeping informed about their program of study and changes in College
policies and procedures by consulting with their academic advisors,
counselors, faculty mentors, and appropriate administrative offices.
They should also refer to such College publications as the
Catalogue, the Quick Facts, Student Handbook, and DegreeWorks.
The registration process for a student begins with filling out the
advisement form, a document used to keep track of his/her program
of study. It then proceeds to the selection and registration of courses
and concludes with the payment of tuition and fees.
If a student has not met the requirements for admission or has
outstanding debts, a “Stop” will be placed on the student’s record and
registration will be postponed until the “Stop” is cleared. Based on
the type of “Stop”, (i.e., Bursar, Financial Aid, Admissions, Athletic,
Probation, Library, or Immunization) the student will be directed to the
office responsible for clearing the “Stop.” Once the “Stop” is cleared,
the student can continue with the registration process.
1. Courses at Medgar Evers College are held Monday through
Sunday.
2. Day Courses are held from 7:00 a.m. to 3:55 p.m., Monday
through Friday.
3. Evening Courses are held Monday through Friday from 4:00
p.m. to 10:55 p.m.
4. Saturday Courses are held from 8:30 a.m. to 10:10 p.m.
5. Classes Held Off-campus may meet days, evenings,
or weekends.
6. Sunday Courses are held from 9:00 a.m. to 8:40 p.m.
REGISTRATION CATEGORIES
New Students
Prior to registration, all new students must demonstrate basic skills
proficiency by taking the CUNY Placement Tests in Reading, Writing,
and Mathematics. The Testing Center notifies students by mail when
these tests (given several times during late fall, spring, and summer
semesters) are scheduled.
For more information about these tests, refer to the “Academic
Policies and Procedures” section of this Catalog.
The Registrar notifies new or First-Time Freshmen students of
orientation and registration by mail or email. Academic Advisement
counselors are present during orientation and registration to assist
students with the appropriate selection of courses based on students’
individual academic background and Basic Skills Placement Test
scores.
Readmit Students
Students who are in good academic standing can apply for readmission during select times. Students seeking readmission must visit the
Admissions Office to inquire about the final dates to file readmission
applications for the upcoming semester. In order to be readmitted,
students are mandated to settle any outstanding debts.
Transfer Students
Students entering the College on an advanced standing basis and
whose advanced standing credits have been evaluated are notified
when to register for classes upon posting of credit evaluation in
CUNYfirst.
Continuing Students
Registration for continuing students is ongoing via CUNYFirst during
the registration period Continuing students may have a “Stop”
placed on their records; therefore delays in registration are probable.
Students should check CUNYFirst for the status of their records.
Office of Academic Transformation and Success
Students whose cumulative Grade Point Average (GPA) falls below
the university required for good academic standing, 2.00 will be
placed in a category of early alert, academic warning, or academic
probation. Subsequently, students are notified in writing of their
academic status as per the college policy and a stop is placed
on their academic record until they meet with their respective
Advisement entity.
Students not in good academic standing are advised of different
intentional interventions based on the level of probation status.
Students may be directed to seek out their Academic Advisor
immediately, given an academic prescription or student contract by
the Office of Academic Transformation & Success (OATS), or be
advised by their Academic Advisement, ASAP or SEEK Counselor at
the time of registration.
Students are academically dismissed from the College after three
consecutive semesters with a cumulative GPA below a 2.0. The
college’s policy on Academic Dismissal delineates that all students
must sit out for two (2) semesters before submitting a petition for
reinstatement. The Academic Warning, Probation & Dismissal
Committee (APWD) reviews and votes on all student petitions for
reinstatement to the College.
33
Registration Information
CUNYFirst Registration
CUNYFirst and the CUNY Portal
CUNYFirst (City University of New York Fully Integrated Resources
and Services Tool) is a website that allows students to register
for courses, view semester class schedules and grades, access
transcripts, view and/or pay their tuition, view financial awards, if
applicable, and update mailing address information.
How to Access
1. Go to https://home.cunyfirst.cuny.edu.
2. Click on First-Time Users, then follow onscreen directions.
Student Email
Student Email allows Medgar Evers College students to send
and receive email, receive College-wide news, updates and other
informative information from The City University of New York.
To access your account, you must visit the Medgar Evers College
website at www.mec.cuny.edu.
1. Click the icon that reads Student E-mail.
2. On the page that follows, click the link which reads
Student E-mail.
3. A log-in screen will appear.
4. In the area that reads User Name type your first.
name.last name of your student email. i.e. john.smith@student.
mec.cuny.edu like this: john.smith.
5. Your password will be your date of birth in reverse YYYYMMDD,
i.e. if your date of birth is June 7, 1977 then your password will
look like this 197706076.
If you are unable to gain access, and do not have an account, please
visit Academic Computing, Room B-2014; 1650 Bedford Avenue.
CUNY E-Permit via CUNY Portal
The On-line Permit process allows students to make arrangements
to take courses at other CUNY Colleges without having to directly (in
person) contact both the home and host colleges for approval. The
intent of this process is to provide a convenient means of obtaining
permission to register for courses offered at other CUNY colleges.
This will enhance the opportunity of graduating in a timely manner
and allow students to pursue academic interests not offered at their
home colleges.CUNY Portal Access (e-PERMIT/Blackboard)
To create an account with the CUNY Portal to apply for an e-PERMIT
you should make sure that you have and can access your Medgar
Evers E-mail Account. CUNY requires that all students have an
active College E-mail Account when registering with the CUNY
Portal.
Once you have done this:
1. Go to www.cuny.edu.
2. Select the Log-in Link.
3. Next select the Register Now Link.
a. You will be asked to provide information to confirm your
identity.
b. You will then be asked to confirm the information you
have provided.
c. After confirmation you will need to create a password.
Please make note of the username and the password.
4. Click Save. You will then be logged off, and need to log-in
34
officially to continue to use the Portal.
REGISTRATION PROCEDURES
Before the registration period, students should:
1. Consult an Academic Advisor.
2. Plan a schedule of courses and an alternative schedule.
3. Remove all “Stops” and get financial aid clearance.
4. Be sure they have all the necessary forms and bring them on
your scheduled day.
Early Registration
Early Registration is a process available to all students who
are currently enrolled and in good academic standing. It is an
opportunity for students to receive first choice of the courses that are
offered the following semester. Registering early can save money
and time. Early Registration for the fall semester usually occurs
during the first and second week of May. Students who register early
also get an opportunity to bursar early, thus avoiding long lines found
during the Regular Registration period. Students who register early in
the fall can pay during the first and second week in August. Early
Registration for the spring semester usually occurs during the first
and second week of December. Students who register early for the
spring semester can pay at that time or the first and second week of
January.
Regular Registration
All students who failed to take advantage of Early
Registration (continuing students) and those who could not
(probation, first-time freshmen, transfers, re-admits), will
receive a letter/postcard indicating the date and time
they may register. If he/she do not receive a
letter/postcard indicating the registration date and
time:
1. Continuing Students should contact the Registrar’s Office,
1637 Bedford Avenue, Room S-301, 718-270-6040 (Tel).
2. New, Transfer and Readmitted Students should contact the
Admissions Office, 1665 Bedford Avenue, 718-270-6070 (Tel).
Late Registration
Late Registration period is one week prior to the first day of classes.
During this time, a student can either register for courses or make
changes in courses previously selected. Late Registration is the
most critical period due to cancellations, and closed courses. In
addition, there is also an additional fee of $25.00 for registering late.
Program Change Period
The Registrar’s Office has two Program Change periods per
semester. The first period is scheduled for students who register
early, and the second occurs during late Registration. There is no
fee charged to students who wish to make changes in their early
registered schedule. However, students who wish to make changes
during late Registration period will incur an $18.00 fee.
Refunds
The refund periods are extremely important because of the timetable
for refunding tuition. If a student wishes to receive a 100% refund,
he/she must drop from all courses, either in person or via e-SIMS
before the first day of classes. A complete listing of all refund
percentages and the applicable dates are outlined in the Academic
Calendar. For additional information, please refer to the section of
Academic Programs
the catalogue pertaining to Tuition, Fees and Refunds.
Tuition Payment Policy
You are legally bound to pay for courses once you are registered.
If you decide not to attend the College, you are legally obligated to
cancel your registration by “Officially Withdrawing” from courses prior
to the first day of classes. If not, you will be billed and if you fail to
pay your tuition, your credit may be adversely affected.
Testing Center and Services
Director:
Sharon E. Michel
718 270-4835 office
718 270-4845 fax
[email protected]
Office:
C-311
Assistant Director:
Rachelle Taylor
718 270-4835
[email protected]
Office:
C-311
GENERAL INFORMATION:
The Mission of the Testing Center is to promote and maintain an
atmosphere conducive for testing, when administering standardized
test, for a large portion of the college’s student population at different
levels. Testing services, aligned with the college’s mission are
provided to members of the community. The Center conducts all
basic/developmental skills testing designed to meet the CUNY
developmental skills proficiency standards. The Center is committed
to assisting students in meeting their educational goals and
promoting student satisfaction and achievement through learning and
engagement. Specific information on testing and test results may be
obtained by visiting the Testing Center, located at 1150 Carroll St.,
Room, C-311, or by calling 718-270-4835. Email asktesting@mec.
cuny.edu
THE CUNY ASSESSMENT TESTING PROGRAM
Testing Policies
All students pursuing an associate or bachelor’s program at
CUNY must satisfy the reading, writing, and mathematics basic
skills requirements of the University. These requirements govern
admission to baccalaureate programs and placement into and exit
from developmental and ESL course work.
Admission to the University
The policies governing admission to baccalaureate and associate
programs are as follows:
Baccalaureate Programs
Applicants for freshman admission must demonstrate minimum
proficiency in reading, writing, and math in order to be admitted.
1.
2.
Proficiency may be established on the basis of the SAT, ACT, or
the New York State Regents examinations in English and math.
If proficiency is not demonstrated in this way, an applicant may
do so by passing the appropriate basic skills assessment test or
tests.
Applicants who do not demonstrate minimum proficiency may do
the following:
•
Enroll in the college’s immersion program
•
Enroll in the necessary remedial courses
•
36
Enroll in an associate’ program
There are three categories of students that may be admitted to a
bachelor’s program without first demonstrating skills proficiency:
1.
Applicants who already have a bachelor’s degree or higher
from an accredited program. (College’s may deem it necessary
for ESL students to test in reading and writing to assess their
English language skills);
2.
Applicants who meet the college’s proficiency requirement in
math, who meet the University’s definition of ESL and who meet
all other admissions requirements may be admitted. These
students must pass the CUNY Assessment Tests in reading and
writing within two years of initial enrollment.
3.
Applicants who qualify for the SEEK program. SEEK students
must meet the University’s proficiency requirement in reading
and writing within one year of initial enrollment, and must meet
the college’s proficiency requirement in mathematics within two
years of initial enrollment.
Associate Programs
Candidates for freshman admission to an associate program do not
have to show they are skills proficient to be admitted. However,
entering students who are not proficient based on the SAT, ACT or
Regents test must take the appropriate CUNY Assessment Test.
Once enrolled in an associate program, students will be required to
take one or more remedial courses to build their skills in any areas
in which they have not met the proficiency requirement. Students
usually cannot begin a full program of college-level work in an
associate program until they have achieved proficiency in reading,
writing and math, or ESL.
Math Placement
1.
Currently the University requires students who have demonstrated
minimum proficiency in mathematics on the basis of the SAT, ACT,
or New York State Regents examinations to take the COMPASS
math assessment to be placed properly in credit-bearing math
courses.
Readmission
Students applying for readmission are subject to the skills policies in
place at the time they apply.
Non-degree Students
Non-degree students who wish to register for courses that require
skills proficiency are subject to the same pre-requisites as degree
students. Examples of such courses are freshman composition and
credit-bearing math courses.
1.
2.
A college may waive this requirement for visiting non-degree
students who are matriculated at a college outside the CUNY
system.
All non-degree students who wish to apply for admission to a
CUNY degree program are subject to the same skills requirements
as transfer students.
Exit from Basic Skills
1. In order to enroll in a college-level English composition course,
students must have achieved minimum proficiency in both
reading and writing.
2. To enroll in a credit-bearing mathematics course, students must
have demonstrated minimum proficiency in mathematics. The
colleges may set standards for placement in these courses that
are higher than the minimum established by the University.
Certificate and Graduation
SEEK Students
1. Students who are eligible for the SEEK program may
be admitted to a baccalaureate program without first
demonstrating basic skills proficiency. SEEK students
enrolled in baccalaureate programs must achieve proficiency
in reading, writing, and mathematics within one year of initial
enrollment. The one-year time limit is interpreted as consisting
of the required pre-freshman Summer Immersion, two regular
semesters, the winter intersession, and a final summer
immersion.
ESL Students
1. Under Board policy, students “who received a secondary
education abroad and who otherwise are not in need of basic
skills” may be admitted to a baccalaureate program without first
reaching proficiency in reading and writing in English.
The University currently implements the policy as follows:
1.
ESL students are those who have received a term or more of
instruction in a foreign high school (language of instruction
was not English) and can demonstrate minimum proficiency in
mathematics, on the basis of the SAT, Regents, or the COMPASS
math Assessment test.
2.
In Spring 2002, the University established a second procedure for
identifying ESL students.
ESL students pursuing a bachelor’s degree must pass the reading
and writing assessment tests by the end of their fourth full semester
of attendance. They may not repeat an ESL course after receiving
either no credit or a failing grade twice previously in that course. These
limitations on time and attempts do not apply to ESL student pursuing
an associate degree.
3. Transfer From Outside CUNY
At this time, students transferring from outside CUNY into a CUNY
baccalaureate program and who have a 3 credit college-level math
course with a grade of ‘C’ or better from an accredited college or
university are considered proficient in math at all colleges.
Students with a 3 credit college-level course with a grade of ‘C’ or better
from an accredited college or university are considered proficient in
reading and writing.
Transfer applicants to associate programs who are proficient based on
the SAT, ACT, NYS Regents exams, or prior English or math courses
must take the appropriate CUNY Assessment Tests. These applicants
do not have to demonstrate proficiency to be admitted.
4. Prior Baccalaureate
Students who previously have earned a bachelor’s degree or higher
from an accredited program verified by CUNY are deemed skills
proficient. Only students who document the degree at the time of
application for admission to the college they currently attend are
entitled to this exemption.
Colleges may test ESL students who have completed a baccalaureate
to assess their proficiency in English. The criteria for identifying ESL
students are the same as those described above for transfer students.
If the assessments indicate a need for ESL instruction, the college
may require the student to take it and set standards for proficiency in
English.
5. Students who matriculated at CUNY prior to 1978
Exemptions from the skills requirements for students who initially had
matriculated at CUNY prior to September 1, 1978, are no longer in
force.
Minimum Proficiency in Basic Skills
There are several ways in which minimum proficiency may be
demonstrated:
1. Reading and Writing
Individuals are deemed proficient in reading and writing if they meet
any of the following criteria:
a. Score 480 or higher on the SAT verbal
b. Score 20 or higher on the ACT verbal
c. Score 75 or higher on the New York State Regents
examinationn English.
Individuals who do not show proficiency on the basis of any of these
examinations must sit for the CUNY Assessment test – CATW for
writing and COMPASS for reading. Minimum passing scores on these
exams are currently (56) on the CATW for writing and (70) on the
COMPASS/ACT for reading.
2. Mathematics
Individuals are considered minimally proficient in mathematics if they
meet any of the following criteria:
a. Score 500 or higher on the SAT math
b. Score 21 or higher on the ACT math
c. Score 75 or higher on the New York State Regents Mathematics
A or B examination or the Sequential II or III Regent examinations.
NYS Regents score (NYS Regents) on the Integrated Algebra,
Geometry, or Algebra 2 & Trigonometry and successfully complete
Algebra 2 & Trigonometry or a higher-level course, or the CUNY
Assessment Test score in Mathematics (Math 1 and Math 2). See
Chart below for MEC:
COLLEGESATM ACTM
NYS REGENTS
Medgar Evers
21
500
(See NOTE below)35
MATH 1 MATH 2
80
40
Note: Applicants who took the Math A, B, Sequential II or III NYS
Regents exam are eligible for an exemption with a score of 75 or higher
on any of these exams. Individuals who do not show proficiency on
the basis of any of these examinations must sit for the COMPASS
37
mathematics assessments. Some colleges require students to achieve
higher scores before they can register for credit bearing mathematics
courses.
3. Time Limits
A documented passing score on a CUNY skills assessment test, no
matter when completed, qualifies the individual as proficient. Similarly,
there is no time limit on SAT, ACT, and New York State Regents
examination scores that qualify the individual as skills proficient.
However, applicants for admission or readmission who have not met
the basic skills requirements should be retested if the most recent
assessment test result will be more than two years old as of the date
the individual wishes to matriculate.
1.
Board Policy of 1999
In the years before the implementation of the Board policy of
September 1999 mandating the use of common objective tests to
qualify students for exit from remediation, CUNY colleges did not
consistently administer assessment tests to students in top-level
remedial and ESL courses. Consequently, passing test scores may
not be available for some students who successfully completed their
remedial or ESL instruction before the policy was first implemented
in fall 2000. Such students (that is, students who satisfactorily
completed their remedial course work before fall 2000) who wish to
transfer from a CUNY associate program to a baccalaureate program
without the degree will be considered skills proficient in math if
they have successfully completed a credit bearing math course at
CUNY. They will be credited with proficiency in reading and writing
if they have successfully completed freshman composition at CUNY.
Those candidates who have completed a CUNY associate degree
will be considered skills proficient. All other students must take the
appropriate skills assessment tests at the CUNY College which they
attended most recently.
WHAT ARE THE CUNY ASSESSMENT TESTS (CAT) IN READING,
WRITING, AND MATHEMATICS?
Reading: The CAT in Reading is an un-timed, multiple-choice,
computer-based test of reading.
Writing: The CAT in Writing is a 90-minute written essay test in which
students are asked to respond to a reading passage that they see for
the first time when they sit for the test.
Mathematics: The CAT in Mathematics is an untimed, multiple-choice,
computer-based test composed of four sections: numerical skills/prealgebra, algebra, college algebra, and trigonometry.
WHAT SCORES ON THE CAT IN READING, WRITING, AND
MATHEMATICS MUST STUDENTS ACHIEVE TO DEMONSTRATE
MINIMUM PROFICIENCY?
Reading: a scaled score of 70 or more.
Writing: a total score of 56 or more.
Mathematics: the proficiency requirement differs from college to
college
38
WHAT SKILLS DO EACH OF THE TESTS MEASURE?
The CAT in Reading measures reading comprehension. You will be
given several readings that may be practical or drawn from prose
fiction, the humanities, social sciences, or natural sciences. Questions
about the readings will ask you to refer to what is explicitly stated and
to determine the meaning of words through context. They will also ask
you to reason to determine implicit meanings, to draw conclusions,
and to make comparisons and generalizations. The readings are like
those commonly assigned in first-year courses in college. For each
passage you will be asked a set of multiple-choice questions.
The CAT in Writing is a standardized writing test that measures your
ability to do college-level writing in English and assess your readiness
for introductory college courses. In the test, you are required to
read, understand, and respond to a passage of 250-300 words. The
CATW is designed to test your ability to think and write in English,
similar to the way you will be asked to think and write throughout
your college career. It consists of a reading passage (the text) and
writing instructions. You must read the passage and instructions and
then write an essay responding to the passage while following the
instructions. You have 90 minutes to complete the exam. You may
bring a non-electronic dictionary to the test (a paperback dictionary is
recommended), bilingual if preferred.
A sample of the writing assignment (along with the scoring guide and
sample papers for each score point) and some tips on taking the CAT
in Writing is included in the Student Handbook (available on line –
www.cuny.edu/testing) prepared by CUNY faculty.
The CAT in Mathematics is designed to measure students’ knowledge
of a number of topics in mathematics. The test is organized into four
sections: numerical skills/pre-algebra, algebra, college algebra, and
trigonometry. Numerical skills/pre-algebra questions range from basic
math concepts and skills (integers, fractions, and decimals) to the
knowledge and skills that are required in an entry-level algebra course
(absolute values, percentages, and exponents). The algebra items
are questions from elementary and intermediate algebra (equations,
polynomials, formula manipulations, and algebraic expressions).
The college algebra section includes questions that measure skills
required to perform operations with functions, exponents, matrices,
and factorials. The trigonometry section addresses topics such as
trigonometric functions and identities, right-triangle trigonometry, and
graphs of trigonometric functions.
Placement into CUNY’s required basic math courses is based on
results of the numerical skills/pre-algebra and algebra sections. The
test covers progressively advanced topics with placement into more
advanced mathematics or mathematics-related courses based on
results of the last two sections of the test.
WHAT RESOURCES ARE AVAILABLE TO ASSIST ME IN
PREPARING FOR THE CATS?
The University has Test Preparation resources available to help you
prepare for the CATs.
Each College in the University has a testing information center with
resources to help incoming and continuing students to prepare for the
CATs.
Test preparation resources for the CAT in reading, writing, and
mathematics are available to all students : www.cuny.edu/testing or
http://www.mec.cuny.edu/freshman_studies/testing/default.asp
HOW
DO
STUDENTS
WHO HAVE PLACED INTO
DEVELOPMENTAL COURSES DEMONSTRATE READINESS TO
TAKE COLLEGE LEVEL COURSES?
Exit from Reading and/or Writing Developmental and ESL Course
Sequences
All students registered in their college’s top-level course in Reading,
Writing, or ESL will take the CAT(s) at the end of the semester.
Students who do not pass the CAT(s) will not be able to begin college
composition (Freshman English) until they pass.
Faculty at each college decide the requirements for passing each toplevel remedial, developmental, or ESL course. Sometimes, passage
of the skills test is required to pass the course; sometimes it is not. In
any case, the University expects that students who pass the reading
and writing tests will move directly to College Composition I at their
next registration.
Retesting
Generally, students must receive at least 20 hours of instruction
between retests. They may not be retested more than two times
during a semester. Specific rules apply for workshops and summer
and winter immersion.
Exit from Arithmetic/Pre-Algebra and/or Algebra Developmental
Courses and Interventions
The CUNY Assessment Test in Mathematics will no longer be utilized
to determine exit from developmental math courses and interventions.
Arithmetic/Pre-Algebra
Students enrolled in arithmetic/pre-algebra developmental courses,
workshops, or other interventions will demonstrate readiness
for elementary algebra by meeting the curriculum requirements
established by the home college.
Appeals
Students may appeal a score on the CATW, which is scored by faculty
raters, but not on the reading or mathematics assessments, which are
automatically scored by computer.
Eligibility
1.
Students must have received a CATW total weighted score of at
least 48, and all Rater 1 + Rater 2 total scores in each dimension
must have been 6 or more.
2.
Students must initiate their appeal at their college’s testing office.
3.
Students must initiate their appeal within 6 weeks of the date of
the exam.
Appealed essays are reviewed by the Chief Reader of the college. Two
certified readers review the exam and determine if there is sufficient
evidence to send the exam to the Borough Center for rescoring. For
more information on appeals please visit your college’s Testing Center.
Accommodations and Waivers Based on Disability Accommodations
based on disability will be granted to comply with Section 504 of the
Rehabilitation Act and the Americans with Disabilities Act. Students
who wish to seek such an accommodation must be registered with the
college’s office of disability services.
In rare instances, when no accommodation is practicable, the student
may request a waiver from the college’s Scholastic Standards/ Course
& Standing Committee. A student typically must demonstrate:
1.
a disability, documented by a certified professional, which affects
that student’s ability in the skill domain
2.
a history of disability-related difficulty with the skill
3.
An evaluation of the request by the office of disability services,
typically indicating that despite good faith efforts to demonstrate
proficiency, with all appropriate reasonable accommodations and
support services in place, the student has been unable to pass
the exam.
Elementary Algebra
Students enrolled in elementary algebra developmental courses,
workshops, or other interventions will demonstrate readiness for
college level math courses by passing the CUNY Elementary Algebra
Final Exam with a score of 60 or more, having an overall course
average of 74 or higher, with the final exam being worth 35% of the
overall average.
The waiver applies only at the college the student currently attends.
WHAT RESOURCES ARE AVAILABLE TO ASSIST ME IN
PREPARING FOR THE CUNY ELEMENTARY ALGEBRA FINAL
EXAM?
CUNY mathematics faculty have developed samples of the CUNY
Elementary Algebra Final Exam: www.cuny.edu/testing
SPECIAL ARRANGEMENTS FOR TESTING
Accommodations based on disabilities will be granted to comply
with Section 504 of the Rehabilitation Act and the Americans with
Disabilities Act. Students who wish to request such accommodations
should consult their college’s Testing Office or Office of Student
Services.
39
Academic Requirements and
Regulations
DEGREE REQUIREMENTS
Applicable Degree Program Requirements
To earn a degree, a student must complete both the college-wide and
departmental requirements in effect at the time of their admission
to the College. If there are changes in these degree requirements,
currently enrolled students may continue to follow the original
requirements or choose to meet the new requirements - with the
exception of programs that have external licensing requirements,
such as Nursing, Education, Social Work and Accounting. In the
event that any requirements in a department or program are revised
with College Council approval, a student who has not fulfilled the
original requirements must satisfy the new requirements. Students
who are readmitted to the College after two or more consecutive
semesters of absence must meet the requirements for degrees in
effect at the time of readmission.
Graduation Minimum Grade Point Average
To complete degree requirements and be eligible for graduation,
all students must have a minimum GPA of 2.0. Each course used
to satisfy the degree major requirements must be completed with
a grade of “C” or better. Exceptions to this policy will be limited to
elective courses and must be approved through the departmental
Academic Standards and Regulations Committee.
Change of Degree Major
To change a degree major, students must be advised by their
respective academic advisor/counselor in the Academic Advisement
Center, ASAP or the SEEK/Special Programs. The change of major
becomes official when the academic departments are notified by
the advisor/counselor. Change of Major forms are available in
the Academic Advisement Center, Room, S-219, SEEK/Special
Programs, Room S-205, and ASAP, Room 206. Refer to the
Academic Calendar for the deadline date for change of major.
Academic Residency Requirements
To obtain a two-year degree, a student must complete a minimum
of thirty (30) credits at Medgar Evers College, including at least
eighteen (18) credits in the major. For a baccalaureate degree, a
minimum of thirty (30) credits must be completed at Medgar Evers
College, of which at least twenty-five (25) must be in the student’s
major area of study.
Credit Load Recommendations and Maximum Limits
To earn an Associate degree in two academic years or a
baccalaureate degree in four years, a student needs to complete an
average of 15-16 credits each semester. To obtain additional credits,
students may enroll in the Summer or Winter Sessions. Academic
Advisors/counselors will assist students in planning their academic
programs. A student is permitted to carry a maximum of eighteen
(18) credits per semester. Students who wish to carry more than 18
credits must have a GPA of 3.0 or higher and obtain the permission
of the student’s Department Chairperson, Dean of the School, or
Provost. The maximum number of credits a student is permitted
to register for during the fall or spring is twenty-one (21) credits.
40
Students may register for a maximum of eight (8) credits per Summer
Session and eight (8) credits per Winter Session. Students on
Academic Probation may be limited to a reduced number of credits in
order to meet academic requirements.
CREDITS REQUIRED FOR CLASS STANDING
The number of credits successfully earned by a student determines
class standing. Credit Requirements for Students in an Associate
Degree Program
Lower Freshman
Upper Freshman
Lower Sophomore
Upper Sophomore
0 - 14.9 15 - 29.9 30 - 44.9 45 - 59.9+ credits completed
credits completed
credits completed
credits completed
Credit Requirements for Students in a Baccalaureate Degree
Program
Lower Freshman Upper Freshman
Lower Sophomore
Upper Sophomore
Lower Junior
Upper Junior
Lower Senior
Upper Senior
0 - 14.9
15 - 29.9
30 - 44.9
45 - 59.9 60 - 74.9
75 - 89.9
90 -104.9
105 - 120+
credits completed
credits completed
credits completed
credits completed
credits completed
credits completed
credits completed
credits completed
Veterans Credits
Veterans are advised to consult the Veterans’ Counselor in the
Admissions Office, located at 1637 Bedford Avenue, Room 120
to determine their eligibility for Veteran’s Credits, which cannot
exceed eight (8) credits. All Veterans Credits will be evaluated by the
Admissions Office. If a Veteran student attends another accredited
higher educational institution, these credits may also be transferable.
SEQUENCE OF COURSES
Students shall enroll in courses according to the general numbering
system:
1. 100 Level Courses are designed for Freshmen
2. 200 Level Courses are designed for Sophomores
3. 300 Level Courses are designed for Juniors
4. 400 Level Courses are designed for Seniors
It is, therefore, expected that:
1. 100 Level will be taken before 200 Level Courses
4. All Lower Division Requirements should be completed by the
time a student is in the junior year or has completed sixty (60)
credits
Academic Requirements and Regulations
PRE- AND CO-REQUISITE COURSES
Pre-Requisite Course
A Pre-Requisite Course is one that must be satisfactorily completed
before a more advanced course is taken. The following are
unsatisfactory grades for pre-requisite courses: R, NC, F, PEN,
*WN, W, WU, WF, AUD, and Z. Students who receive an INC grade
in a pre-requisite course must complete it by the end of the following
semester.
Co-Requisite Course
A Co-Requisite Course is one which may be taken with a related
course in the same semester. For example, BIO
150 is a co-requisite for BIOL 150.
ACADEMIC STANDING
Examination and Evaluation of Students
The method by which students are evaluated for grades, the
frequency of examinations, and the consequences of missed
examinations, is the prerogative of the instructor in each course.
Instructors shall provide students with this information in the syllabi
on the first day of class.
Grading System and Grading Policies
At the end of each course, students are assigned grades by the
instructor. The following grading symbols are used.
Quality Points Per Credit
Symbols
Definitions
A+
97 - 100
Exceptional
A
93 - 96.9 Excellent A-
90 - 92.9
Outstanding
B+
87.1 - 89.9
Very Good
B
83 - 87
Good
B-
80 - 82.9
Good
C+
77 - 77.9
Satisfactory
C
70 - 76.9
Satisfactory
D+
67.1 - 69.9
Passing
D
63 - 67
Passing D-
60 - 62.9
Passing
F
0 - 59.9
Failure
NC
No Credit
P
Pass / Credits Counted
R
Course must be repeated
AUD
Audit
FIN
INC Converts to an “F”
INC
Semesters Work is Incomplete
PEN
Academic Integrity
W
Withdrew Officially
WA
Administrative Withdrawal
Incomplete Immunization
WF
Officially Withdrew with failure *WN
Withdrew - Never attended
WU
Withdrew Unofficially (Attended at least once)
Z
Grade Pending
Index
4.0
4.0
3.7
3.3
3.0
2.7
2.3
2.0
1.3
1.0
0.7
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
A brief explanation of the grades receiving no quality points follows:
P&F - Pass & Fail Grades
The Pass and Fail grading system is used when the course content
or format does not provide an appropriate basis for the alphabetic
system of student evaluation. Grades “P” and “F” may be assigned
to any individual student enrolled in a class in consultation with the
instructor. The Pass/Fail option is not available for Core courses nor
courses in a student’s degree major. A student must obtain approval
from the instructor after enrollment in the course. A student may not
complete more than six (6) credits with “P” within the total associate
program, and no more than twelve (12) credits with “P” within the
total baccalaureate program. The Pass/Fail option must be selected
for approval within the first five (5) weeks of class. Once this option
is selected, it is irreversible.Grades of “P” do not carry quality points
and are not calculated in the GPA; however, the number of credits
earned is counted toward the number of credits required for the
degree.
NC - No Credit Grades for ENGL 112 & 150
Students who complete ENGL 112 and ENGL 150 with a grade
below “C” may receive a grade of “NC” (No Credit) provided that they
have made significant documented progress, even if they do not
meet minimum passing standards to earn a “C” grade. In addition,
the “NC” grade may be given only once for each of the two courses,
after which the permission of the Chairperson of the Department of
English will be required. Students who receive the “NC” grade are
expected to repeat the course in the following semester. The “NC”
grade will not be calculated in the GPA.
INC – Incomplete Grade for Missing Final Exam
An “INC” grade is given only when the student misses a final
exam and is doing passing work in the course. A make-up exam
is permitted. If a grade of “INC” is given, the instructor shall be
expected to submit, in writing, to the Departmental Chairperson
the details of all the work to be completed by the student before a
final grade is given. The student must finish all the assignments
as defined by the instructor, or in his absence, by the Departmental
Chairperson prior to the end of the subsequent semester, the
summer being excluded. For a grade of “INC” given during the
summer session, the subsequent semester shall be the following
fall semester. If the necessary assignment is not completed during
this period, the student shall receive an “FIN” automatically. “FIN” is
converted from an “INC” grade when the final exam is not taken by
the end of the subsequent semester. Credits are counted towards the
GPA Index.
INC - Incomplete Grade for Missing Work
An “INC” is a temporary grade for the student who is doing passing
work during a semester and who for some justifiable reason has
not been able to complete a particular assignment. The student
must finish all the assignments as defined by the instructor, or in
his absence, by the Departmental Chairperson prior to the end
of the subsequent semester, the summer being excluded. For a
grade of “INC” given during the summer session, the subsequent
semester shall be the following fall semester. If the necessary
assignment is not completed during this period, the student shall
receive a “FIN” automatically. To change the grade of “INC”, the lower
41
portion of the Grade Change Form shall be used by the instructor
or by the Departmental Chairperson, as the case may be. “FIN” is
converted from an “INC” grade when the student does not complete
assignments by the end of the subsequent semester. Credits are
counted towards GPA Index.
AUD
A student may register and pay the full tuition for a course as
an auditor. The audit option must be taken during the College’s
registration period. At the completion of the course, the student will
receive an “AUD” grade. No credit is received for an audited course.
The “Z” Grade is assigned by the Registrar when the instructor does
not submit a student’s grade. *WN
Students who register for classes but fail to attend, will receive a
‘*WN’ grade. The ‘*WN’ grade is assigned by the instructor during
the first five weeks of the semester. The “*WN’ grade will not be
calculated in the GPA.
WU
Students who cease to attend courses without officially withdrawing
are given a grade of “WU”. Grades of “WU” are counted as “F”
grades.
Grades for Developmental Skills Courses
The Developmental Skills courses carry zero (0) credit and are
designed to develop skills beyond the minimal competence set by
CUNY. The following grades will be assigned to Developmental Skills
courses:
Grades:
P = Passing/Satisfactory
All course requirements have been met.
R = Repeat
Progress has been made, but not sufficient to pass all course
requirements (Usually the CUNY Assessment Exams).
W = Withdrew Officially
*WN = Withdrew, never attended
WU = Withdrew Unofficially (attended at least once)
The courses to which these grades apply include the following:
ENGR 005, ENGR 006, ENGW 005,
ENGW 006, ESLR 005, ESLR 006, ESLW 005, ESLW 006, MTHP
009, and MTHP 010.
Scholastic Index
The Scholastic Index is a student’s overall GPA. To compute the
Index, the number of credits taken is multiplied by the corresponding
Index value of the grade received:
Grade A+ A A- B+ B B- 42
No. of Credits
4.0
4.0
3.7
3.3
3.0
2.7
C+ 2.3
C 2.0
D+ 1.3
D 1.0
D- 0.7
F and WU 0.0
The totals are added, and the sum is divided by the total number of
credits taken, including courses failed. For example, the Scholastic
Index of a student who has completed sixty-two (62) credits with the
letter grades indicated below is calculated as follows:
Grade A B C D F Total: No. of Credits 4 x 3 =
3 x 3
=
2 x 3
=
1 x 3
=
0 x 3
=
15
Index
12
9
6
3
0
30
In the example, the Scholastic Index is:
30 ÷ 15 = 2.00 GPA
The unresolved grade of “INC” is not computed in a Scholastic Index.
Upon resolution, the final letter grades that replace them are counted
in the Index. Final grades of “W” and “*WN” are not computed in a
Scholastic Index. The effect on the Scholastic Index of a student’s
repeating a course is noted below under the sub-heading “Repeating
a Course.” The minimum cumulative GPA needed for graduation is
2.0. Students applying for the AS/PN in Nursing are required to have
a 2.70 GPA.
Repeating Courses/Recalculation of GPA
Students can repeat a course according to the criteria specified
below:
1. Students must repeat any College-wide Core course in sequence
if the final grade received in the lower level course is below a “C.”
2. Students do not have to repeat a course in which an Incomplete
(INC) grade was awarded until that grade is changed to an “FIN” .
Students have until the end of the subsequent semester to
complete the requirements for a course in which an “INC” grade is
awarded. The deadline dates for completion of course
requirements are in the Academic Calendar. The Academic
Calendar can be found in the Quick Fact Booklet or
online at www.mec.cuny.edu/registrar. Failure to complete course
requirements will result in a “FIN” grade. It is only at this point that
a student may repeat the course from a subsequent semester.
University Policy Regarding Computing of “D” or “F” in the
GPA. (F Grade Policy)
The City University of New York has mandated (September, 1990)
that undergraduate students receiving an earned academic grade
of “D” or “F” who subsequently retake that course and receive a
grade of “C” or better, will no longer have the initial grade computed
into their cumulative GPA. However, the grade will remain on the
transcript. The number of failing credits that are not calculated in the
cumulative GPA shall be limited to sixteen (16) credits.
Note 1: This resolution is applicable only to grades of “D” or “F” and
to those administrative grades that cause zero (0) quality
points to be averaged into the calculation of the cumulative
GPA: WU and FIN.
Note 2: This resolution limits to sixteen (16) the number of failing
credits that are not calculated in the cumulative GPA. All
“D”s or “F”s will remain on the student’s transcript.
Note 3: This resolution applies to grades of “C” or better received for
courses re-taken in the semester/quarter beginning
September 1, 1990 and thereafter, such grades of “C” or
better will replace grades of “D” or “F” at the same college
that were previously calculated into the cumulative GPA.
Note 4: A failing grade may not be partially deleted from the
calculations of the cumulative GPA. Residual credits from
the original limit of sixteen (16) will not be applied to the
calculation of credits of “D” or “F” from the computation of
the cumulative GPA only if the residual credits are equivalent
to (or exceed) the number of failing credits to be deleted
for a specific course. (For example, if a student has used
fourteen (14) credits of the sixteen (16) credit limit and
subsequently earns a grade of “C” or better to replace a
failing grade in a three (3) credit course, the original grade
of “D” or “F” will continue to be calculated in the cumulative
GPA; however, if that student subsequently earns a
grade of “C” or better to replace a failing grade in a two (2)
credit course, the original grade of “D” or “F” will not be
calculated in the computation of the cumulative GPA.)
Note 5: In order for a grade of “C” or better to replace a grade of “D”
or “F” in the calculation of the cumulative GPA, repetition
of the course must take place at the same college where the
failing grade was originally received.
ACADEMIC HONORS
Dean’s Honor List
A Dean’s List is prepared at the end of each fall and spring
semesters. To be eligible for this honor, the student must meet the
following requirements: be a full-time (12 or more College credits)
matriculated student with a 3.25 minimum semester GPA with no
“INC” grades for that particular semester. Grade changes for that
semester void Dean’s List eligibility.
Honors for General Excellence for Graduating Students
To be considered for Honors for General Excellence, a student
must complete at least sixty (60) credits at Medgar Evers College.
The honor summa cum laude shall be granted upon attainment of a
cumulative GPA at Medgar Evers College of at least 3.7 for the entire
academic record. The honor magna cum laude shall be granted
upon attainment of a cumulative GPA of 3.5 or higher, but less than
3.7, for the complete academic record. The honor cum laude shall
be granted upon the attainment of a cumulative GPA of 3.25 or higher
but less than 3.5 for the complete academic record.
Valedictorian and Associate Scholar
The students who respectively receive the highest GPA in the
baccalaureate and associate graduating classes will be considered
for valedictorian (Baccalaureate Degree) and associate scholar
(Associate Degree). Only students who begin and complete their
entire studies at Medgar Evers College will be considered for these
honors.
GRADE APPEAL PROCESS
A grade appeal must adhere to the following process:
1. The student shall seek a conference with the instructor
awarding the grade as soon as possible but not later than
the end of the sixth week of the following semester. The
instructor shall reevaluate the student’s performance
and explain the grade awarded. If a change of grade is
warranted, the instructor will submit a Change of Grade
form to the Academic Department Chairperson and School
Dean for their signatures. The form then will be forwarded
to the Office of the Registrar by the School Dean. If
the instructor concerned is not on campus during the
semester or the student is not satisfied with the outcome
of the conference. in Step 1, the student may file a
departmental grade appeal petition with the Chairperson of
the Department in which the course was offered. Such an
appeal should be made no later than two weeks after the
meeting described in Step 1. If Step 1 is not possible (due
to the instructor’s absence, for instance), then an appeal
must be made no later than the end of the sixth week of
the semester following the award of the grade. The petition
should state all reasons for and providing all material in
support of the grade change. In the absence of specific
reasons and supporting materials, such requests will not be
accepted.
2. The Chairperson of the Department in consultation with
the Departmental Committee on Academic Standards
and Regulations shall review the request for change of
grade. If the discipline in which the course was offered
has a coordinator, this person should serve as a member
of the Committee provided he/she is not the professor
who awarded the grade. The Committee will review all
pertinent material (including a summary of the discussion
in (1), if applicable) and will notify the instructor concerned
of its decision. The Chairperson must notify the student
regarding the result of the appeal no later than thirty (30)
days after the written request was submitted by the student.
3. If the student is not satisfied with the outcome of (2), s/he
may submit a Grade Appeal form available in the Student
Advocacy and Support Services Center) to the Collegewide Committee on Academic Standards and Regulations.
The student must provide all relevant materials in support
of this appeal. The Committee on Academic Standards and
Regulations will review the necessary material(s), including
the summary of the discussions in (1) and (2) and shall
make a final decision. The coordinator of the Committee
will notify the student of the results of the petition and
appeal.
43
ATTENDANCE AND OTHER COURSE REQUIREMENTS
All students are responsible for participating fully in the work of each
course. Additional regulations may be determined by the Department.
The class instructor shall announce in writing any special regulations
for these courses at the beginning of the course. It is the student’s
responsibility to be informed of the requirements of each course, to
take examinations at the time prescribed by each instructor, and to
turn in all assignments when they are due. A grade of “WU” will be
assigned to students who stop participating in class as prescribed by
the instructor. A “WU” grade is equivalent to an “F” grade. Attendance
may affect eligibility for Financial Aid. (See section on Financial Aid.)
WITHDRAWAL FROM COURSES
A student may officially withdraw from a course without academic
penalty through the ninth week of classes during the fall and spring
semesters; through the third week for the Summer Session; and
through the first week of the Winter Session. Please review the
Academic Calendar for exact dates and deadlines in the Course
Schedule Booklet or online at www.mec.cuny.edu/registrar . When
contemplating withdrawal from courses, the student should bear in
mind that academic standing or eligibility for financial aid may be
affected. Failure to adhere to the procedures for withdrawing from
courses will result in “WU” grades. In order to officially withdraw from
a course, a student must:
1. Log on to your CUNYFirst Account
2. Go to Self ServiceStudent CenterEnrollDrop
tabSelect termSelect the classDrop your
selected class
3. Click on Finish Dropping message states SUCCESS.
The City University of New York has mandated that all developmental
courses be completed within a student’s first year of college.
Withdrawal from Developmental Skills courses will not be permitted
without the approval of the Director of the Freshman Year Program,
the Chairperson of the English Department, Chairperson of the Math
Department or Chairperson of SEEK/Special Programs.
For students withdrawing from the 4th through the 8th week, a grade
of “W” is given, which is not counted in computing the GPA. Grades
of “Z” are given by the Registrar’s Office only.
Unofficial Withdrawal from Class
Students who cease to attend courses without officially withdrawing
are given a grade of “WU”. Grades of “WU” are counted as “F”
grades. “WU” grades can be appealed by filing a petition through
the Student Advocacy and Support Services Center which is
reviewed by the College-wide Committee on Academic Standards
and Regulations. All appeals must be accompanied by substantive
documentation. All such appeals will be presented to the Committee
for approval or denial. The student is subsequently notified of the
decision by the coordinator of the Committee.
44
REQUEST FOR TRANSCRIPTS
Request for official and student copy of transcripts can be made at
the Registrar’s Office or online at www.mec.cuny.edu/registrar. There
is a $7.00 fee for each official and student copy. However, currently
enrolled students may obtain a free student copy of their transcript
CUNYFirst as long as there are no STOPS on the student record.
Copies of transcripts requested for other CUNY colleges are free for
all students.
Academic Programs and Support
Services
Provost:
Augustine Okereke
718 270 5010 office
718 270 5177 fax
[email protected]
Office:
B-3010A
COLLEGE-WIDE CORE CURRICULUM
Effective with the beginning of the 2013-2014 academic year
all CUNY colleges will offer a new General Education program
commonly referred to as Pathways. A small number of courses in the
new program are simply revisions of courses in the former program.
A large portion of the new program is congruent with the old program.
The philosophy and purpose of general education at Medgar Evers
College have not changed. The new program, like the old program,
is supported by the philosophy that education has the power to
transform positively the lives of individuals. The new program, like
the old program, seeks to provide students with the knowledge and
skills for lifelong learning, and a personal value system to enable
them to contribute positively to their communities and professions.
MEC GENERAL EDUCATION PROGRAM STATEMENT OF
PURPOSE
The General Education Program (GEP) of Medgar Evers
College (CUNY) provides students with general knowledge and
intellectual skills, actively engages them in making connections
across disciplines, and prepares them for civic responsibility and
leadership roles in their own communities and in a rapidly changing
technological world. Graduates of Medgar Evers College, as a result
of completing courses in the General Education Program and their
academic majors, will possess the knowledge, skills, and enhanced
personal value system that will provide them with a foundation for
life-long learning and empower them to promote the quality of their
personal lives and contribute to their communities, their professions,
the nation, and the world.
MEC GENERAL EDUCATION PROGRAM GOALS AND
LEARNING OUTCOMES
The educational goals/competencies of the General Education
Program are based on the competencies identified by the American
Association of Colleges &Universities (AACU) in their publication,
“Liberal Education and America’s Promise” (2005). The LEAP
competencies or Essential Learning Outcomes (ELO’s) are an
outgrowth of 2000 AAC&U panel of higher education faculty,
administrators, and scholars from across the country that met over
a two year period. The National panel published a report, Greater
Expectations: The Commitment to Quality as a Nation Goes to
College (2002), which presented the recommendations for the focus
of general education in the academy to meet the demands of the
twenty-first century.
The LEAP Essential Learning Outcomes are the learning goals for
the Medgar Evers College General Education Program. Graduates of
Medgar Evers College will be prepared to meet twenty-first century
challenges by gaining knowledge of and demonstrating competence
in Liberal Arts and the foundation skills that will enable them to
function effectively after they graduate in their chosen fields and
professions.
The four GEP learning outcomes areas/goals are:
1. Knowledge of Human Cultures and the Physical and Natural
World
• Through study in the sciences and mathematics, social
sciences, humanities, histories, languages, and the
arts, focused by engagement with big questions, both
contemporary and enduring
2. Intellectual and Practical Skills, including:
• Inquiry and analysis
•
Critical and creative thinking
•
Written and oral communication
•
Quantitative literacy
•
Information literacy
•
Teamwork and problem solving
Practiced extensively, across the curriculum, in the context of
progressively more challenging problems, projects, and standards for
performance
3. Personal and Social Responsibility, including
• Civic knowledge and engagement—local and global
•
Intercultural knowledge and competence
•
Ethical reasoning and action
•
Foundations and skills for lifelong learning
Anchored through active involvement with diverse communities and
real-world challenges
4. Integrative Learning, including
• Synthesis and advanced accomplishment across general
and specialized studies
Demonstrated through the application of knowledge, skills, and
responsibilities to new settings and complex problems
The new General Education program consists of three major
components: The Required (Fixed) Core (12 credits); The Flexible
Core (18 credits); and The Medgar Evers College Option (12 credits).
The Required Core and The Flexible Core compose what has been
termed the Common Core (30 credits). The framework provided
by The Fixed Core, The Flexible Core, and The Medgar Evers
College Option has resulted in a reorganization of the former general
45
Academic Programs
education curriculum. The total number of credits in the new General
Education Program is forty-two (42). All associate degree-seeking
students must complete the Common Core and all baccalaureate
degree-seeking students must complete the Common Core and
the Medgar Evers College Option. The Common Core can actually
range from 30 to 34 credits since a student may elect to use fourcredit courses in mathematics, in the life and physical sciences, and
in the area of the scientific world to fulfill requirements. Such courses
are herein referred to as STEM variants. Students who transfer to
Medgar Evers must meet the new requirements and at a minimum
will be required to complete a portion of the College Option.
THE REQUIRED CORE
The Required Core is comprised of four courses (12 credits) that
provide the fundamental knowledge and skills to enable a student to
pursue successfully his/her higher education goals. These courses
offer students a foundation in critical thinking, effective writing,
quantitative reasoning, research, ethics and ethical behavior, and
scientific principles governing natural phenomena. The particular
requirements in The Fixed Core are as shown:
• English Composition (two courses, six credits)
•
Mathematical and Quantitative Reasoning (one course,
three credits)
•
Life and Physical Sciences (one course, three credits)
THE FLEXIBLE CORE
The Flexible Core consists of six courses (18 credits) in the arts
and sciences that broaden the perspectives of students, while
strengthening their knowledge about world cultures and global
issues, diversity in the growth of America, development of social
institutions, and the roles of creative work and of science and
technology in advancing society. A student must take six courses in
The Flexible Core with at least one course in each of the five general
knowledge areas listed.
• World Cultures and Global Issues
•
U. S. Experience in its Diversity
•
Creative Expression
•
Individual and Society
•
Scientific World
experience at the College and in the future as a lifelong learner. The
Option requires that a student take from 6 to 12 credits, depending
on the status of the student at the time of entry.
A student who enters the College in the fall of 2013 as a
baccalaureate degree seeking student must take all 12 credits in the
College Option. A course taken to meet the requirement in one part
of the program cannot be used to meet the requirement in another
part of the program. For example, a course taken and passed to
fulfill a requirement in The Flexible Core cannot be used to satisfy
a requirement in the Medgar Evers College Option. In selecting
courses to satisfy the new general education requirements all
students should consult their respective academic advisors.
STEM VARIANTS
In attempting to meet the general education requirements in
Mathematical and Quantitative Reasoning, in the Life and Physical
Sciences, and in the area of the Scientific World, students may
elect to take a more demanding course in each category. Such a
decision might be based on the major program of study and/or the
interest of the student. For example, baccalaureate degree-seeking
students with majors in Biology, Computer Science, Environmental
Science, Mathematics, and Nursing have the option of fulfilling the
Mathematical and Quantitative Reasoning requirement by taking
a mathematics course that also fulfills a major requirement. These
students can also fulfill the Life and Physical Sciences and the
Scientific World requirements by taking science courses that also
meet major degree requirements. Courses that can be used this way
are referred to as STEM Variants. A STEM variant is available for
business majors in mathematics.
THE MEDGAR EVERS COLLEGE OPTION - BACCALAUREATE
DEGREE-SEEKING STUDENTS ONLY
The Medgar Evers College Option (for baccalaureate degree-seeking
students, only) involves four courses (12 credits) from two clusters of
the former General Education program.
The Option requirements are as listed: One course from the SocioCultural Cluster and three courses from the Integrative Knowledge.
The Medgar Evers College Option is a set of courses that
complements and supplements the Required Core and the Flexible
Core. Associate degree-seeking students are not required to take
the College Option. [Associate degree-seeking students take only
the Common Core of 30 to 34 credits to meet the new General
Education requirements.] The Medgar Option courses have been
chosen because they have the potential to enrich both the student’s
46
CREDIT FOR PRIOR LEARNING BY PORTFOLIO
Academic Programs
New General Education Core Requirements Effective Fall 2013
Starting in Fall 2013 all new first-time freshmen and transfer students will enroll in the CUNY Pathways curriculum: a 30-credit Common
Core for all students and an additional 6-12 credits in the College Option for baccalaureate students. The Common Core consists of 12
credits in the Required Core and 18 credits in the Flexible Core. All continuing students can opt-in to the Pathways Curriculum and are
encouraged to meet with an advisor to determine the best course of action based on their goals and credits earned.
REQUIRED CORE – 12 CREDITS
The Required Core consists of 6 credits of English Composition, 3 credits in Mathematics and Quantitative Reasoning, and 3 credits in
Life and Physical Sciences; requirements for MEC students follow:
English Composition – 6 credits
ENGL 112
College Composition I
ENGL 150
College Composition II
Mathematics and Quantitative Reasoning – 3 credits*
MTH 115
Nature of Mathematics
Life and Physical Sciences – 3 credits*
BIO 101
Introduction to the Science of Biology
OR
OR
PHY 101
Introduction to Physical Science
3 credits
3 credits
3 credits
3 credits
3 credits
FLEXIBLE CORE - 18 CREDITS
The Flexible Core consists of 6 three-credit courses with at least one course from each area below and no more than two courses from
a given discipline; requirements for MEC students follow:
World Cultures & Global Issues
ENGL 212
World Literature: The Evolving Canon
3 credits
U. S. Experience In its Diversity
HIST 200
The Growth and the Development of the U.S.
3 credits
Creative Expressions
ART 100 Introduction to World Art
3 credits
MUS 100
Introduction to World Music
3 credits
Individual & Society
SSC 101
Culture, Society, and Social Change 3 credits
Scientific World
BIO 211
Biotechnology and Society
3 credits
*students may substitute STEM variants in these areas as indicated below
MEDGAR EVERS COLLEGE OPTION- 12 CREDITS
(Baccalaureate Degree Students Only)
Socio-Cultural and Diversity Cluster III
Students take ONE COURSE from the following:
Course NumberTitleCredits
ECON 330
Global Trade & Political Economy 3 credits
ENGL 214
Critical Issues in Global Literature 3 credits
FREN/SPAN 101
Foreign Language I #
3 credits
PSYC 300
The Psychology of Women
3 credits
ART 200
African American Art History
3 credits
ART 201
African Art History
3 credits
ENGL 319
African American Literature I 1619 – 1932
3 credits
ENGL 320
African American Literature II 1932 – Present
3 credits
ENGL 325
Caribbean Literature
3 credits
ENGL 326
African Literature
3 credits
ENGL 328
Latin American Literature
3 credits
ENGL 331
Asian American Literature
3 credits
ENGL 360
Black Women Writers
3 credits
MASS 273
Black Creative Arts
3 credits
SSC 306 Race Class and Gender
3 credits
47
Academic Programs
Socio-Cultural and Diversity Cluster III (continued)
Students take ONE COURSE from the following:
Course NumberTitleCredits
SOC 209
Urban Sociology and Lifestyles
3 credits
SOC 211
Social Movements and Globalization
3 credits
SOC 202
Sociological Exploration of the African American Family 3 credits
SOC 302
Social Stratification
3 credits
SOC 300 Sociological Theory
3 credits
Integrative Knowledge Cluster IV
Students must take THREE COURSES from the following (one Humanities, one Social & Behavioral Sciences, one Natural
Sciences & Mathematics):
Course NumberTitle [Anchor Discipline]Credits
FREN/SPAN 102
Foreign Language II# [Humanities]
3 credits
ENGL 363 Literature The Global City [Humanities]
3 credits
ENGL 370 Special Topics in Literature [Humanities]
3 credits
ENVS 200 Environmental Health Issues [Natural Sciences & Math]
3 credits
ENGL 333
The Body in Place and Culture [Humanities]
3 credits
MASS 473
Hip-Hop: Political, Historical, Social Discourses [Social &Behavioral]
3 credits
ECON 430 War on Drugs: Economics, History and Public Policy [Social & Behavioral]
3 credits
REL 301
The Bible and Hermeneutics [Humanities]
3 credits
REL 402
Women in Religion [Humanities]
3 credits
HIST 300 Women Leaders in Civil Rights Movement [Social & Behavioral]
3 credits
*students who take Foreign Language I in the Socio-Cultural and Diversity Cluster must take Foreign Language II in the Integrative
Knowledge Cluster
STEM VARIANTS FOR GENERAL EDUCATION COMMON CORE
Any student can take STEM variant courses as substitutes for Common Core requirements in Mathematical and Quantitative
Reasoning, Life and Physical Sciences, and the Scientific World as approved below; STEM variant courses must satisfy major
requirements.
STEM VARIANTS: Mathematical and Quantitative Reasoning
MEC Course
Course Title
MTH 136
Intermediate Algebra and Trigonometry
Credit Hrs
3
Lec/Lab Hrs Workshop Hrs Total Contact Hrs
4
0
4
Degree/Major Program Requirement
Similar/Substitute for MATH 138
MTH 138
College Algebra & Trig
3
5
0
5
AS, BS/Biology
MTH 141
Finite Math
4
4
0
4
BS/Business
MTH 151
Pre-Calculus
4
4/1
0
5
BS/Biology
MTH 202
Calculus I 4
4/2
0
6
AS, BS/Mathematics &Computer Science, BS/
Biology & Environmental Science
MTH 203
Calculus II
4
4/2
0
6
AS,BS/Mathematics & Computer Science, BS/
Biology & Environmental Science
MTH 204
Calculus III
4
4/2
0
6
BS/Mathematics, Environmental Science
MTH 209
Elementary Statistics
4
4
0
4
BS/Nursing
STEM VARIANTS: Life and Physical Sciences, and the Scientific World
MEC Course
Course Title
BIO 104
Human Body Structure and Function
4
3/3
0
6
Certificate in Practical Nursing
BIO 111
Introduction to Biology
3
4
0
4
AS, BS/Biology
BIO 150
Introduction to Anatomy & Physiology
4
3/3
0
6
AS/Nursing
BIO 151
Anatomy and Physiology of
4
3/3
0
6
AS/Nursing
Human Systems I
BIO 152
Anatomy and Physiology of 4
3/3
0
6
AS/Nursing
Human Systems II
BIO 201
Gen Biology I
4
3/3
0
6
AS, BS/Biology
BIO 202
Gen Biology II
4
3/3
0
6
AS, BS/Biology
BIO 251
Human Anatomy & Physiology I
4
3/3
0
6
AS/Nursing
BIO 252
Human Anatomy & Physiology II
4
3/3
0
6
AS/Nursing
BIO 261
Pathogenic Microbiology & Immunology
4
3/3
0
6
AS/Science
Health Professionals
CHM 105
Chemistry for Health Professionals
4
3/3
0
6
AS/Nursing
CHM 112
Basic Chemistry
3
4
0
4
BS/Biology
CHM 201
Gen Chemistry I
4
3/3
1.5
7.5
BS/Biology, Environmental Science
48
CreditHrs
Academic Programs
STEM VARIANTS: Life and Physical Sciences, and the Scientific World (continued)
MEC Course
Course Title
CHM 202
Gen Chemistry II
CreditHrs
4
3/3
1.5
7.5
BS/Biology, Environmental Science
PHY 114
Basic Physics
3
3/1
0
4
BS/Mathematics AS/Science
PHY 211
University Physics I
4
4/3
1.5
8.5
BS/Computer Science,Environmental Science
PHY 212
University Physics II
4
4/3
1.5
8.5
PHY 213
University Physics III
4
4/3
1.5
8.5
49
Academic Programs
Adult learners returning or entering Medgar Evers College with prior
knowledge now have an opportunity to translate their prior learning
into college credits. Students can earn college credits for their prior
knowledge in two ways:
1.
Take and pass a College Board CLEP exam
2.
Develop a Portfolio
COLLEGE LEVEL EXAM PROGRAM (CLEP)
College Board created the College Level Examination Program
(CLEP) to allow students to earn college credits for knowledge they
possess, but could not measure otherwise. College Board offers 33
introductory college level subjects. Students can earn credits for what
they already know. Medgar Evers College is a CLEP test center.
1.
CLEP exams are computerized.
2.
CLEP exams are 90 minutes long. However, College Composition is 120 minutes.
3.
CLEP exams contain mainly multiple-choice questions. College Composition may include essays.
4.
The recommended passing score is 50.
5.
An unofficial score report is available upon completion of each exam, excluding College Composition and College
Composition Modular.
6.
The American Council on Education (ACE) recognizes
CLEP.
7.
Each CLEP exam cost $80. The administrative fee at
Medgar Evers College is $30 for each exam.
Contact the Testing Center at 718-270-4835 for Test dates
CLEP ELIGIBILITY
Medgar Evers College is CLEP Test Center. The exams are available
to students enrolled at Medgar Evers College as well as individuals of
the community. All students should consult their college or university
before taking a CLEP exam. Medgar Evers College students must
consult the Credit for Prior Learning (CPL) Coordinator before
scheduling a CLEP exam.
MEDGAR EVERS COLLEGE STUDENTS ELIGIBILITY
REQUIREMENT
• Consult the Credit for Prior Learning Coordinator (CPL) in
the Testing Center.
•
Students must satisfy the University’s basic skills
requirement in reading, writing, and mathematics.
•
Students are required to have a grade point average (GPA)
of 2.0 or better.
CLEP APPLICATION PROCESS
The Testing Center staff administers CLEP exams twice a month
on a walk-in basis from 10:00am-3:00pm. Exam candidates should
contact the Testing Center at 718-270-4835 for test dates.
• All candidates will obtain, and complete the CLEP
application from the Testing Center on the day of the exam.
•
•
50
The administrative fee is $30.00 per exam. The Testing
Center staff request that students pay administrative fees
with a USPS money order, a Bank money order, a Western
Union or a Money Gram money order. Candidates must pay
the administrative fee on the day of the exam.
College Board charges an $80.00 fee for each CLEP exam.
Medgar Evers College test center only accepts credit or
debit card payment for College Board’s fees. We do not
accept money orders for College Board’s fees.
•
Exam fees are non-refundable.
CLEP EXAM DAY
Please bring two forms of ID, at least one must be a government
issued ID.
• Candidates must arrive before 3:00pm. Testing Center staff
will not allow any student into the testing laboratory after
3:00pm.
•
Candidates taking two CLEP exams on the same day must
arrive no later than 2:00pm.
•
Examination candidates, must complete the CLEP
application obtained from the Testing Center, and pay all
fees.
•
Examination regulations, do NOT allow candidates to take
books, notes, practice exams, calculators, cell phones,
pagers, and watches with alarms, other electronic devices,
food, and beverages into the testing laboratory.
SPECIAL ACCOMMODATIONS
If you have a disability and you require special accommodations for
the CLEP exam, please inform the Testing Center staff before the day
of the exam. All exam candidates requesting special accommodation
must submit official, original, written documentation before the day
of the exam. Please contact the Testing Center at 718-270-4835 for
additional information.
PORTFOLIO DEVELOPMENT
A portfolio is a document presented by a student to the college
requesting credits for knowledge about a subject that occurred
outside the classroom. The portfolio must be well documented and
organized. It is a collection of evidence to support the student’s
claim for credit, through a Prior Learning Assessment (PLA) process.
Students must align their knowledge with the course(s) they are
petitioning. The respective academic department performing the
assessment, will award credits for learning as it relates to the course
rather than, solely on years of experience.
PORTFOLIO ELIGIBILITY
• Students must be enrolled full-time or part-time at Medgar
Evers College.
•
A student must complete a minimum of 24 college credits
before developing a portfolio.
•
Students must complete English 112 and English 150
before developing a portfolio.
•
Students are required to have a GPA of 2.0 or better.
•
Students must satisfy the University’s basic skills
requirement in reading, writing, and mathematics before
developing a portfolio.
•
A student must consult the Credit for Prior Learning
Coordinator and the Chairperson of the department of his
or her declared course of study.
•
Students must receive approval from the department
Academic Programs
Chairperson before developing a portfolio.
•
Students must register for a Portfolio Development
Seminar.
PORTFOLIO APPLICATION PROCESS
• Students must obtain an application from the Credit for
Prior Learning (CPL) Coordinator in the Testing Center.
•
The department Chairperson must sign the application
form.
•
Students must consult the CPL Coordinator to register for
the CPL seminar.
•
Before submission of the portfolio for assessment, students
must pay a non-refundable fee of $75.00 to the Bursar’s
Office.
TESTING CENTER CONTACT INFORMATION
1150 Carroll Street Room C-311
Brooklyn, NY 11225
Ph: 718-270-4835
Fax: 718-270-4845
Email: [email protected]
51
Academic Programs
CLEP EXAM EQUIVALENT AT MEDGAR EVERS COLLEGE
CLEP EXAMS OFFERED MEC EQUIVALENT SCORECREDITS
ACCOUNTING
Financial Accounting
NO EQUIVALENT
BIOLOGY
Biology
BIO 101 or 111
50
3
LAW 208
MAN 200 or 211
MAR 231
50
50
50
3
3
3
CHM 112
NO EQUIVALENT
50
3
COMPUTER APPLICATION
Information Systems and Computer ApplicationCIS 211 or CL 101
50
3
ECONOMICS
Principles of Microeconomics
Principles of Macroeconomics
ECON 213
ECON 212
50
50
3
3
ENGLISH
American Literature
Analyzing and Interpreting Literature
College Composition
College Composition Modular
English Literature NO
NO
NO
NO
NO
FOREIGN LANGUAGE
French Language
German Language
Spanish Language
FREN 101 & 102
NO EQUIVALENT
SPAN 101 & 102
50
6
50
6
POL 200
HIST 200
50
50
3
3
50
3
50
50
50
3
3
3
BUSINESS
Introductory Business Law
Principles of Management
Principles of Marketing
CHEMISTRY
Chemistry
Natural Sciences
HISTORY AND SOCIAL SCIENCE
American Government
History of the United States I:
Early Colonization to 1877
History of the United States II: 1865 to the Present
Human Growth and Development Humanities
Introduction to Educational Psychology
Introductory Psychology
Introductory Sociology
Social Sciences and History
Western Civilization I: Ancient Near East to 1648
Western Civilization II: 1648 to the Present
MATHEMATICS
College Algebra
College Mathematics
Calculus Precalculus
52
EQUIVALENT
EQUIVALENT
EQUIVALENT
EQUIVALENT
EQUIVALENT
NO EQUIVALENT
PSYC 229
NO EQUIVALENT
NO EQUIVALENT
PSYC 101
SCO 101 SSC 101
NO EQUIVALENT
NO EQUIVALENT
NO
NO
NO
NO
EQUIVALENT
EQUIVALENT
EQUIVALENT
EQUIVALENT
Academic Programs
Academic Transformation and Success (OATS)
Director of Academic
Advisement Center:
Jason Pelosi
718 270-5143 office
[email protected]
Office:
B-2032 K
OATS Mission
The mission of the Office for Academic Transformation & Success
(OATS) is to provide support, in the form of intentional interventions,
to students facing academic difficulties which tend to impede their
academic success. OATS is dedicated to assisting students regain
their satisfactory academic standing within the college/university
guidelines, and will continue to develop support services that speak
to our students’ needs, thus enabling them to become successful
graduates of the College.
Academic, Warning, Probation & Dismissal (AWPD)
Students whose cumulative Grade Point Average (GPA) falls below
the university required for good academic standing, 2.00 will be
placed in a category of early alert, academic warning, or academic
probation. Subsequently, students are notified in writing of their
academic status as per the college policy and a stop is placed on
their academic record until they meet with their academic advisor.
College Now
Interim Director: Nakia Gray
718 270-6176 office
718 270-6435 fax
[email protected]
Office:
C-302
College Now is a program geared toward New York City public high
school students that is funded by The City University of New York
(CUNY) and the Department of Education.
The program is designed to help high school students with their
transition to college by exposing them to college level work and
college life. High school students are given the opportunity to accrue
college credits through an array of course offerings and are provided
with classes designed to improve their reading, writing, and math
skills. Eligible high school students are enrolled in courses, which
are in session Monday through Friday from 4:00 p.m. to 6:40 p.m.
Additionally, students are afforded the chance to attend college
events where they can meet and interact with college students and
professors.
Students not in good academic standing are advised of different
intentional interventions based on the level of probation status.
Students may be directed to seek out their Academic Advisor
immediately, given an academic prescription or student contract by
the Office of Academic Transformation & Success (OATS), or be
advised by their Freshman Year or SEEK Counselor at the time of
registration.
Students are academically dismissed from the College after
three consecutive semesters with a cumulative GPA below a 2.0.
Academic dismissal require that students must be out for one
academic year (two semesters) before they can submit a petition
for reinstatement. All student reinstatement petitions are reviewed
and voted on by the Academic Warning, Probation and Dismissal
Committee (AWPD).
53
Academic Programs
Evening and Weekend Programs
Director:Yvette Wall
718 270-4894 office
718 270-5179 fax
[email protected]
[email protected]
Office: C-317
Director:
Zulema Blair
718 270-5111 office
718 270-5181 fax
[email protected]
Office:
B-2015 Q
The Evening and Weekend Program office delivers extended
services in the evening and on weekends to our students and faculty.
The Office serves as liaison to the many offices at MEC. The office is
charged with increasing evening and weekend course offerings,
FRESHMAN YEAR PROGRAM (FYP)
The mission of the Freshman Year Program is to orient and retain
incoming and second semester students by providing personalized
academic advisement and support services. The primary goal of
the Freshman Year Program is to assist first and second semester
freshman with many of the transitional issues they face during their
first academic year in college. This goal encompasses academic,
personal and career advisement. In addition to instructional activities
within their freshman seminar courses, academic advisors provide
crisis intervention, referrals and follow-up. Freshman Seminar I (FS
101) focuses on five interdisciplinary modules (Bonding, Orientation,
Study Library Skills, Wellness and Education/Careers), an extensive
orientation to Medgar Evers College, and how to successfully
meet the demands of college and personal responsibilities while
maintaining physical, emotional and social health.
By utilizing institutional research data, strategic planning,
coordinating efforts, streamlining processes and developing new
methods to improve student recruitment, integration, engagement,
matriculation, persistence and retention; all enrollment management
related units seek to improve institutional outcomes and
performance. accelerated courses and weekend degrees.
We acknowledge that students attending classes in the evening
and on the weekend have limited time to address administrative
issues. Therefore, the Evening and Weekend Program Office is
a bridge for evening and weekend constituents: connecting them
to the appropriate academic department, administrative office, or
service area. Because the college experience should enrich the
lives of students, it is our goal to build upon the existing community
at Medgar Evers College and extend to the evening students and
faculty services that will enhance their educational and professional
goals.
Weekend Programs and Degrees
Medgar Evers College (MEC) Weekend courses are offered on
Fridays, Saturdays, Sundays and online. Students have a large
selection of weekend courses to choose from that will apply toward
their associate and/or baccalaureate degrees. Earn your degree on
the weekend in:
•
•
•
Accounting
Biology
Nursing
Options to Complete a Degree:
• Fast Track/Accelerated Courses (three credit courses
completed within 7 weeks)
•
Online courses (fully online courses and hybrid)
•
College Level Examination (CLEP) through the College
Board
•
Credit for Prior Learning through Portfolio Development
•
Summer Immersion and Winter Intersession Cou
54
Freshman Seminar II (FS 102) primarily focuses on the Education/
Careers module introduced in FS 101 and enhancing students’
critical thinking and problem solving skills in written and oral
expressions.
COURSE DESCRIPTIONS
FS 101 Freshman Seminar I
1 credit; 3 class hours
Freshman Seminar is designed to provide first-time college
students and first and second semester Re-Admit students with the
necessary skills required for a successful college experience. Five
interdisciplinary modules will be presented: Bonding, Orientation,
Study/Library Skills, Wellness, and Education/Careers. Skills
will include study habits, listening, note/test taking, library and
research techniques, college/life management, and student rights
and responsibilities as they relate to Medgar Evers, the institution,
mission, organization and function of its offices. Library Research/
Study Skills will be reinforced throughout the curriculum. This course
is not to offered to SEEK students. Pre-requisite: None
FS 102 Freshman Seminar II
1 credit; 1.5 class hours
This course will continue to reinforce student awareness of college
services, foster students’ involvement in college, community
resources and activities, and foster critical thinking and problem
solving skills. The five interdisciplinary modules introduced in FS
101 (Bonding, Orientation, Study/Library Skills, Wellness, Education/
Careers) will be reinforced, moving from the theoretical to a
practical hands-on approach. The Education/Careers module will
be the focus of FS 102. The major course emphasis is to expose
freshman students to career development techniques including
career exploration, job search techniques, resume preparation,
Academic Programs
interviewing strategies, self assessment awareness and graduate
school exploration. Library Research/Study Skills will be reinforced
throughout the curriculum. This course is not offered to SEEK
students. Pre-requisite: FS 101
Learning Center
Director:Michael Chance
718 270-5153 office
718 270-5154 fax
[email protected]
Office:
1045E
The Learning Center’s mission is to provide academic support to
meet the needs of our students. Through its various programs and
services, the Academic Support Center aims to empower students to
become independent learners.
The Learning Center, also called the Learning Center is the central
unit for the recruitment and referral of tutors to on and off campus
academic support programs.
The Learning Center collaborates with academic departments for
the recommendation, approval and training of tutors. Our tutors
range from peer tutors with outstanding grades in the subject areas
they are selected to tutor, to tutors with baccalaureate, graduate and
post graduate degrees. Tutors must have an overall GPA of 3.0 and
above and must have at least a “B” in the area they are selected to
tutor.
The Academic Support Learning Center generally has a staff of
60 tutors providing flexible hours of tutoring to day, evening and
weekend students, and 6 days per week.
Services provided to Medgar Evers College students include tutoring,
supervision of peer study groups, study skills instruction, computer,
CD and video-assisted learning, preparation for standardized exams
and accommodations for Differently Abled students. The Academic
Support Center also provides tutors for some supplemental lab
classes and teacher assistants for specific courses.
Scheduled and walk-in tutoring is available. Tutoring is done in small
groups of two to four students, scheduled tutoring for Differently
Abled students and students on probation, where suited, and in
workshops of five or more students.
The Learning Center provides academic support in several
subject areas, which include computer literacy, computer science,
accounting, chemistry, biology, economics, finance, Spanish, French,
psychology, political science, physical science, physics, mathematics,
logic, college English, English as a Second Language, nursing exam
(NLN and RN) Workshops for LPN and pre-nursing students, and
CUNY American College Tests (ACT) reading and the CATW writing
and CUNY math workshops for floating and transfer students.
The Learning Center also works with academic and counseling
departments to provide other support services to students who need
them. Some of these services are scheduled
55
Academic Programs
Department of Special Programs
Percy Ellis Sutton SEEK Program
Director:
Janice Zummo
718 270-4973 office
718 270-5179 fax
[email protected]
Office:
S-203 C
The Department of Special Programs houses the Percy Ellis
Sutton Search for Education, Elevation and Knowledge (SEEK)
Program, a major CUNY initiative. Created by the Board of Higher
Education of The City University in 1964, SEEK targets students
who require financial and academic support to complete a college
education. SEEK students receive up to ten semesters of economic
and academic support while meeting the requirements for a
baccalaureate degree.
SEEK’s mission is to help students overcome social, academic
and economic barriers to the pursuit of their education through
the provision of individual and group counseling, comprehensive
academic support services and financial aid counseling and support.
In addition, the program helps students develop strategies to
explore academic, career and interpersonal issues related to their
educational goals. Academic support services, individual and group
counseling and financial aid, including a book stipend, up to three
summer stipends, and additional semesters of financial aid are
provided to Department of Special Programs-SEEK students through
the New York State Higher Education Opportunity Program Act.
SEEK’s objectives are:
1.
2.
3.
To provide a permanent and structured program of special
assistance to selected students who can utilize supportive
services to assist them in their efforts to obtain a quality college
education and to expand the career and social options available
to them.
To provide, by means of the Higher Education Opportunity Act, a
range of intensive supportive services to help Special Programs
students to successfully meet the challenge of college study.
To explore, develop, and demonstrate innovative techniques to
enable students to achieve their academic goals.
SEEK COUNSELING
The SEEK Program provides individual/small-group counseling to all
SEEK students. First and second-year students meet with counselors
once a week in SEEK Counseling Courses (SP/C, AGRO, or SPAE).
These courses are structured forums in which students explore topics
that facilitate their adjustment to college, provide information about
career and graduate school opportunities, and promote participation
in community outreach activities. All SEEK students can meet with
their counselors on an individual basis for academic advisement and
personal and career counseling.
The primary goal of SEEK counseling is to develop, monitor and
assess programs that help students successfully meet the challenges
of college level work, overcome their educational limitations and
enhance their ability to perform as students and as individuals.
Student achievement, retention, and satisfactory progress towards
56
degree completion are the basic objectives of the SEEK Program.
ADMISSION
To apply for admission to the SEEK Program, an applicant should
complete the “Special Programs” section of the CUNY application.
In accordance with State Education Law, an individual is eligible
for admission to the SEEK Program if he/she meets the following
criteria:
1.
Is economically disadvantaged.
2.
Is educationally disadvantaged.
3.
Is a graduate of an approved high school or has attained a
New York high school equivalency diploma or its equivalent as
determined by the Commissioner of Education of the State of
New York.
4.
Has not previously attended a college or university, except in
the case of students enrolled in the HEOP or EOP programs, or
veterans who may have earned up to 18 credits of college-level
work prior to entrance into the service (except for USAFI and
service-connected University of Maryland credits).
5.
Has resided in New York State for one year prior to the semester
for which he or she is applying and has met the test for “bona
fide domicile.”
After acceptance into a CUNY college, SEEK applicants must submit
a copy of their Federal Income Tax Return, Form 1040, and other
supporting documentation to verify income eligibility and residence.
Applications are available at individual CUNY College Financial Aid
Offices and on-line at: www.fafsa.ed.gov/. (see Financial Aid section
in this catalog for further Information)
If you are accepted into SEEK you will be required to show proof
of having filed for Pell and TAP prior to being awarded any Special
Programs financial assistance.
The following items are required proof:
1. Electronic notification to CUNY
2.
“Student Notification” sent to you by the Pell Grant processor
3.
TAP Award Certificate
Academic Eligibility
An applicant is academically eligible for SEEK if he/she:
1. has received a general equivalency diploma, or
2.
has a high school academic average of less than 80% or ranks
at the 65th or lower percentile of is/her graduating class.
Economic Eligibility
A student is considered economically disadvantaged if he or she is
a member of a household whose total annual income falls within the
limits indicated on the economic guidelines chart below. All economic
eligibility criteria apply to the calendar year prior to the academic year
of first entry to college. For 2013-14, it is the 2012 calendar year.
Fall/Spring 2013-2014
Number in Household Estimated Gross Annual Family Income:
Including Head of Household:
1. $21,257
2.
$28,694
Academic Programs
3.
$36,131
4.
$43,568
5.
$51,005
6.
$58,442
7.
$65,879
*Plus $7,437 for family member in excess of seven (7)
An applicant is economically eligible if the applicant is part of a
household where any member is a recipient of public assistance.
The foregoing eligibility requirements, except those relating to
economic need and residency, shall not apply to students who have
been determined eligible for entry to the SEEK Program by virtue of
their satisfactory completion of the College Discovery Program.
In program standards, maintenance of SEEK status requires that a
student:
1. registers as a full-time student each semester
2.
enrolls in group counseling each semester
3.
files a financial aid form, annually, and
4.
attends tutoring
For further information on admissions procedures and eligibility,
please telephone the University Office of Admission Services at 212
947-4800 or the Director of Special Programs at 718 270-4973.
COURSE DESCRIPTIONS
AGRO 101 Financial Planning and Budgeting
0.5 credit; 1.5 class hours
This course is designed to familiarize students with personal money
management: identifying additional financial aid resources, budgeting
strategies, interpreting and processing financial aid forms and
identifying legal resources. Pre-requisite: SP/C 004
AGRO 102 Development of Self-Concept
The focus of this course is to develop inner awareness. Areas
addressed are the improvement of one’s self concept, self
assessment, the role of culture in self concept formation, and the role
of unity in group survival. Pre-requisite: SP/C 004
AGRO 103 Advanced Career Planning
This course is designed to familiarize students with personal money
management: identifying additional financial aid resources, budgeting
strategies, interpreting and processing financial aid forms and
identifying legal resources. Pre-requisite: SP/C 004
AGRO 102 Development of Self-Concept
The focus of this course is to develop inner awareness. Areas
addressed are the improvement of one’s self concept, self
assessment, the role of culture in self concept formation, and the role
of unity in group survival. Pre-requisite: SP/C 004
AGRO 103 Advanced Career Planning
The focus of this course is to acquire strategies for entering the world
of work. The following issues will be addressed: theories of career
development, interview techniques, formulation of goals, skills for
employment, job search, resume preparation, values clarification and
decision making. Pre-requisite: SP/C 004
AGRO 104 Politics, You and Your Community
This course is designed to heighten the awareness of the political
process. Issues to be covered include: the voter registration
process, club house politics, the relationship between politics and
the absence or presence of community resources, citizen rights and
responsibilities, and city and state political personality profiles. Prerequisite: SP/C 004
AGRO 105 Skills for Urban Living
This course is designed to facilitate the acquisition of survival skills
needed for urban living. Issues that will be addressed are: self
advocacy, consumer education, crime prevention, tenant’s rights,
organized resource banks, and organizing community groups. Prerequisite: SP/C 004
AGRO 106 Parenting and Family Relationships
This course will explore the areas of parenting and family
relationships. The areas that will be explored are: parental care, child
care, prevention of child abuse, alternative family systems, male/
female relationships, and the effect of slavery on minority families.
Pre-requisite: SP/C 004
AGRO 201 Issues in Minority Education
This course is designed to provide information on social factors
affecting minority entry into institutions of higher education. It will
address issues on the roles of community based colleges, equal
access to higher education, and graduate and professional school
opportunities. Pre-requisite: SP/C 004
AGRO 202 Honors/Cultural Program
The focus of this course will be the study of exceptional academic
achievement. Areas of concentration will center on involvement in the
political process, cultural and/or social activities, research, student
initiated activities, and guest lectures on current and historical events.
Pre-requisite: SP/C 004
AGRO 203 The Legacy of Medgar Wiley Evers
This course will focus on structured motivational materials and it
will provide opportunities for self discovery and direction. Structured
motivational exercises as well as student centered activities will
constitute the group’s thrust in regard to the historical context of
Medgar Evers and the legacy of the Civil Rights Era. Pre-requisite:
SP/C 004
57
Academic Programs
AGRO 204 Liberal Arts and Education Seminar
This course will expose students to the wide range of career and
study options available in the disciplines that comprise the liberal arts
and education fields. The course includes educational excursions,
seminars, and activities. Students are introduced to faculty from the
School of Liberal Arts and Education. Pre-requisite: SP/C 004
AGRO 205 Business Seminar
This course is designed to expose students to the wide range of
career and study options available in the disciplines that comprise
the School of Business. Students attend educational excursions
and seminars, and participate in activities designed to familiarize
them with professions within the business and public administration
fields. The course involves participation of faculty from the School of
Business.. Pre-requisite: SP/C 004
AGRO 206 Science, Health and Technology Seminar
This course is designed to expose students to the wide range of
career and study options available in the disciplines that comprise the
sciences. Students attend educational excursions and seminars, and
participate in activities designed to familiarize them with professions
within the business and public administration fields. The course
involves participation of faculty from the School of Science, Health
and Technology. Pre-requisite: SP/C 004
AGRO 301 Achievement Motivation
This course is designed to familiarize students with self-study
exploration, development of achievement strategies, goal setting
related to academic success, career actualization, and the
development of interpersonal relationships and supports. Prerequisite: SP/C 004
SPAE 001 Special Programs Academic Enhancement Seminar
This course is designed to assist students in developing strategies
to remove themselves from academic jeopardy and to successfully
confront academic challenges. Areas addressed will include self
exploration, self concept assessment and motivation, personal
academic assessment, time management, and study habits. A tutor
is assigned to the class to provide students with additional support.
Pre-requisite: None
SP/C 001W Seek Counseling Workshop
This workshop is designed to assist incoming freshmen students with
the adjustment to a new academic environment and to inform them
about the resources available to assist them in achieving academic
and personal success. The general focus of the course will be on
academic requirements, available college resources and services,
self-development, goal clarification, and active engagement with
learning. To facilitate this, the methods of instruction will include
class discussions, group activities, field trips, presentations, guest
speakers, and films.
58
SP/C 003 Transition from High School to College
0.5 Credits; 1.5 Hours
This course is designed to provide an orientation to college life. It
focuses on the development of skills needed to cope with academic
endeavors. Topics will include: developing effective study skills,
habits and attitudes, student rights and responsibilities, choosing a
major, test skills, listening skills, and orientation to college structure.
Pre-requisite: None
SP/C 004 College as a Social System
0.5 Credits; 1.5 Hours
This course completes the introductory core of counseling classes
for SEEK freshmen. It is designed to equip students with essential
skills for successful academic careers. The course serves to involve
students with the “College as a Social System” by covering such
modular topics as: academic divisions, administrative functions, MEC
within CUNY, Special Programs, and extracurricular activities. Prerequisite: SP/C 003
Academic Programs
Academic Advisement Center
Director:
Jason Pelosi
718 270-5170 office
718 270-5181 fax
[email protected]
Office:
S-221A
criteria listed below, the student is placed on probation and is sent
a letter of notification, and a written recommendation detailing
the courses they must take. The following represent the required
cumulative GPA standards:
Students on Probation will be required to:
1.
Attain a Grade Point Average each semester, equal to or above
the minimum cumulative GPA requirement. The minimum
standards are based on attempted credits. For example, if the
student has attempted twenty-five (25) or more credits, the
requirement is a 2.00 or better cumulative GPA.
2.
Register for a restricted reduced course load.
3.
Register for an Academic Improvement (AIM), a Special
Programs Academic Enhancement (SPAE) course or Freshman
Seminar 101 or 102, if not completed in order to increase the
possibility for progress.
The primary goals of the Academic Advisement Center are to provide
academic and counseling services to our students. The Center’s
operation is based on a dual-model, which will entail providing
academic advisement and counseling services to students via an
assigned academic advisor and faculty mentor. SASSC enables
Academic Advisors, Counselors, Faculty Mentors and Peer Leaders
to work collaboratively to meet the needs of our students while
simultaneously addressing student retention. The Center forges
strong collaborative working relationships between Student Affairs
and Academic Affairs in the delivery of academic and counseling
services.
4.
Attend required advisement sessions with assigned academic
advisor.
5.
Complete basic skills courses not completed and/or repeat
courses not completed.
The Academic Advisement Center model assigns Academic Advisors
to work with students in each of the three School. The Academic
Advisors provide academic advising and graduation certification
services for students in the assigned disciplines within each School.
Each Academic Advisor reports to the Director of the Student
Advocacy and Support Services Center.
Students on probation who achieve a minimum cumulative GPA of
2.0 or better will be removed from probation.
Academic Advisement Center
The mission of the Academic Advisement Center is to provide
students above 29 credits with accurate information and advisement
related to curriculum requirements; academic standards; college
policies, procedures and regulations; and personal concerns that
may impact students’ academic performance. Each student will
be assigned a trained academic advisor that will work with you
throughout your academic career at Medgar Evers College.
The Academic Advisement Center is located in Room, S-221A in the
Student Services Building. The telephone number is 718 270-5170.
CONDITIONS FOR RETENTION AND ACADEMIC PROGRESS
At the end of the each semester, the Grade Point Averages (GPAs)
and credits accumulated for each student are reviewed. All students
who are not in good academic standing, based on the required
standards listed, are placed in one of the following categories of
warning, probation or dismissal.
Warning
Any time a student’s semester Grade Point Average falls below the
minimum cumulative GPA (standard criteria);
The student is placed on WARNING for the following semester
and is sent a warning letter requesting that the student meet with a
counselor for guidance. Students on WARNING may be required to:
5.
Register for a restricted reduced course load.
6.
Attend counseling sessions with their academic advisor to
increase the possibility for improvement.
Probation
If the cumulative Grade Point Average is less than the standard
If students on probation achieve a semester GPA that meets or
is above the standard criteria, but do not achieve a minimum
cumulative GPA of 2.0 at the end of the semester, it is deemed that
they have made satisfactory progress and may therefore continue on
probation the following semester. Students are placed on probation
at the end of each semester.
Dismissal
Any time the minimum cumulative GPA falls below the required
criteria for two consecutive semesters or more, the student may be
deemed a dismissal candidate of the College and is sent a letter
from the Office via the Academic Warning, Probation, and Dismissal
Committee. Students are dismissed at the end of each semester.
Appeals for Review of Dismissal Action
A student may file for an appeal to the Academic Warning,
Probation, and Dismissal Committee. Students are required to sit
out for one year. However, a student may submit an appeal for
reinstatement immediately if it is felt that there is good cause for
immediate reinstatement. The committee will review the appeal
with appropriate documentation, verification and justification for
immediate reinstatement. The student will be notified in writing of
the outcome of the appeal before the beginning of the next semester,
and will receive a written recommendation regarding the conditions
for continuance.
If the appeal is not approved, the student has the right to appeal
to the College-wide Committee on Academic Standards and
Regulations (ASRC) for a final ruling. A copy of the appeal form is
to be sent from the ASRC to the Office of Academic Affairs. If the
ASRC rules in favor of reinstatement, then the CASR will complete
a recommendation form with copies distributed to the student, the
office of Academic Affairs and the AWPD Coordinator. The AWPD
Coordinator will forward a list of all students who are reinstated to
59
Academic Programs
the Registrar, Financial Aid Office, Student Services, SEEK/Special
Programs, College of Freshman Studies, and to the Dean of each
School. Probation and reinstated students must adhere to the AWPD
Committee’s recommendations.
Admission on Probation
A student admitted to Medgar Evers College with a GPA from another
institution that is lower than the minimum required for the number
of credits transferred is admitted on probation. He/she will not be
dismissed for at least one semester, but must follow the above
requirements. Students who make satisfactory progress during the
probation period, and continue to increase their cumulative GPA are
required to maintain their academic standing and will be allowed to
continue.
Students Readmitted to the College
Students can apply for readmission if they have not been enrolled
for one or more continuous semesters at the College. An application
is made through the Office of Admissions. Students applying for
readmission whose cumulative Grade Point Average is less than
2.0, must be evaluated by the AWPD Committee in consultation with
the Department of the prospective student’s major. If the evaluation
is favorable the student is readmitted on probation, pending final
clearance of all other stops on the student’s registration. The student
receives a written recommendation regarding the conditions for
readmission on probation. Students who are readmitted on probation
and do not adhere to the AWPD recommendations, nor demonstrate
academic progression will be dismissed.
Probation and Dismissal Stops
Probation and Dismissal “Stops” are automatically placed on
the registration of all students to insure that students follow the
recommendations of the AWPD and Academic Standards Committees.
(Probation and Dismissal “Stop” are released only by the AWPD
Coordinator.)
Transfer of College Credits
Students transferring from any U.S. accredited college who have
successfully completed College level English and Math courses with a
“C” or better grade will be exempted from taking skills assessment tests
and from basic skills.
Study Abroad
Director:
Eugene Pursoo
718 270-5136 office
718 270-5177 fax
[email protected]
Office:
B-3010
The Study Abroad Office offers a variety of overseas programs
for undergraduate credit with partner institutions in Paris,
France; Kingston, Jamaica and Granada, Spain. Other study
abroad programs are available to MEC students through other
CUNY institutions as well as through the College Consortium for
International Studies (CCIS), which has programs in more than 25
countries. A minimum grade point average of 2.5 is required for
participation in MEC-sponsored study abroad programs. There
is no foreign language prerequisite required to study abroad;
however, students are encouraged to study the language of
the country and are placed in courses based on their fluency in
the language of instruction. The Study Abroad Office staff can
provide assistance and information about applications, financial
aid, and program orientation and re-entry. To prepare effectively
for participation in the any study abroad program, students are
encouraged to investigate the overseas study opportunities early
in their academic careers. Most financial aid grants and loans can
be transferred to study abroad programs. In addition students can
apply for several different local and national scholarships for which
they are eligible. For additional information, please visit www.
mec.cuny.edu/study_abroad/.
Academic Programs
Academic
Schools and
Departments
64
School
of
Business
65
School of Business
Dean:
Jo-Ann Rolle
718 270-5110
[email protected]
Office:
B-2015 T
Administrative Assistant: Lisa Hartridge-Lucas
718 270-5110
[email protected]
Office:
B-2015
Departments and Chairpersons
Accounting
Rosemary Williams 718 270-5104
[email protected]
Office:
B-2032 V
Business Administration
Evelyn Maggio 718 270-5103
[email protected]
Office:
B-2032 J
Computer Information Systems
Vacant 718 270-5115
Office:
B-2015 B
Economics and Finance
Chinyere E. Egbe
718 270-5071
[email protected]
Office:
B-2015 F
Public Administration
Wallace Ford III
718 270-5161
[email protected]
Office:
B-2015 L
GENERAL INFORMATION
The School of Business offers the following undergraduate degrees:
B.S. Accounting
B.P.S. Applied Management
B.S. Business
B.S. Computer Information Systems
B.S. Public Administration
A.S. Business Administration
A.A.S. Computer Applications
A.S. Public Administration
66
MISSION
The mission of the School of Business is to emphasize excellence
in undergraduate business education, in the context of the liberal
arts, and to prepare students: for administrative and managerial
careers in both the private and public sectors; as well as preparation
for graduate and/or professional studies; entrepreneurship; and
leadership roles in their careers and communities.
VISION
With Brooklyn as our living laboratory, the faculty of the School of
Business is able to bridge the chasm between theory and practice in
real-time. Our vision for the School of Business is to be an institution
in which our students are endowed with the education, skills, and
resources that are necessary to provide leadership in both the public
and private sectors, as well as at the community grass-roots level.
The faculty of the School of Business has cultivated a collective
philosophical framework, which provides that the foundation of a
quality business education must be:
1) Transformative, transforming students into professionals;
2) Relevant, meeting the needs of the public and private sectors, as
well as the community in the 21st Century;
3) Empowering, providing students with the abilities, skills and
knowledge to be leaders in their chosen careers and community;
and,
4) Enlightening, providing students with the insight to uplift
themselves and their community.
We believe that this philosophical framework (TREE) is the
foundation from which all academic, co-curricular, and extracurricular programs and activities are to be developed.
The Medgar Evers College School of Business is nationally
accredited by the Accreditation Council for Business Schools and
Programs (www.acbsp.org) to offer the following business degrees:
Bachelor of Science in Accounting
Bachelor of Science in Business
Bachelor of Science in Computer Information Systems
Bachelor of Professional Studies in Applied Management
Associate of Science in Business Administration
Associate of Applied Science in Computer Applications
OVERVIEW
Admission to the School’s degree programs provides an opportunity
to study with accomplished scholars as well as experienced
practitioners. The programs are designed to give students a broad
business background as well as specialized skills, as evidenced by
the College-wide required courses and the common professional
component for the B.S. in Accounting, B.S. in Business, and B.S.
in Computer Information Systems, as well as the B.S. in Public
Administration core courses.
School of Business
The faculty teaches a cutting edge curriculum that has a strong
business and management foundation that reflects current trends in
the marketplace. The faculty mentors 1,200 students, giving them
individual attention in small class settings, with a wide array of day,
evening and weekend courses. Students are imbued with knowledge,
analytical and decision making abilities, leadership skills, and ethical
practice.
The School of Business develops students’ entrepreneurial skills
by providing service learning, internships, and technical assistance
to small businesses. The senior year experience helps students
to integrate knowledge, to achieve or advance their professional
careers in the private and public sectors, and to pursue graduate and
professional studies.
2.
a.
b.
c.
3.
4.
5.
The School has eight (8) outstanding student clubs that win national
awards, participate in national and regional conferences, promote
personal and career development, and provide community service.
1. American Marketing Association (AMA)
2. Association of Computer Information Systems Technology (ACIST)
3. Minority Investment Association (MIA)
4. National Association of Black Accountants (NABA)
5. Medgar Evers College Pre-Law Society (MECPLS)
6. Enactus
7. Society for Public Administration (MECSPA)
8. American Advertising Federation (AAF)
The School of Business has produced thousands of graduates
from its programs, including attorneys, CPA’s, businesspersons,
managers, and entrepreneurs. They are leaders, problem solvers,
team builders and innovators in their fields, and major supporters of
the Business School and the College. The School of Business has
also developed relationships of several multinational corporations,
government agencies and nonprofits to support the activities of the
business school as well as provide internships and other experiential
learning activities.
Statement on ACBSP Common Professional Component
Medgar Evers College is fully accredited by the Association of
Collegiate Business Schools and Programs, and as such it has
a Common Professional Component (CPC) that provides its
students with an understanding and appreciation of 11 criteria that
are, historically accepted as a basis for demonstrating quality in
undergraduate business programs.
ACBSP Common Professional Component
1.
Functional Areas
a. Marketing
b.
Business Finance
c.
Accounting
d.
Management, including:
i.
Production and Operations Management;
ii.
Organizational Behavior; and
iii. Human Resource Management
The Business Environment
Legal Environment of Business
Economics
Business Ethics
Global Dimensions of Business
Technical Skills
a. Information Systems
b. Quantitative Techniques/Statistics
Integrative Areas
a. Business Policies; OR
b. A comprehensive or integrating experience that
enables a student to
demonstrate the capacity to
synthesize and apply knowledge from an
organizational perspective.
School of Business Core
The School of Business faculty in the respective departments
has demonstrated that the baccalaureate degrees in: accounting;
business; and CIS, as well as the associate degrees in: business
administration; and computer applications are in accordance with the
ACBSP CPC and the 11 criteria set forth therein. Please see each
department for the required courses for degree conferral.
Academic Standards in the School of Business
A. Baccalaureate Degrees:
It is mandatory for students in the Department to successfully
complete the required Departmental Core courses with a grade of
“C” or better, and maintain a cumulative GPA of 2.0, to graduate.For
Students seeking the BS in Buisness or the BS in Accounting—all
courses in the Business Core must be completed with a minimum
grade of “C”.
At least 18 credit hours of upper level (300 and 400 level) course
requirements must be completed with a grade of “C” or better.
Accounting majors must pass all upper level (300-400 level) course
requirements with a “C” grade or better.
B.
Associate Degrees
All courses from the business core that are in fulfillment of the AS
in Business, AS in Public Administration and AAS in Computer
Applications must be completed with a “C” grade or better.
CENTERS OF THE SCHOOL OF BUSINESS
Currently, the School of Business has two (2) centers: The Dubois
Bunche Center for Policy; and the Center for Entrepreneurship and
Economic Development (CEED).
The Dubois Bunche Center for Policy
In the spirit of the scholarship and activism that were promoted by
W.E.B DuBois and Ralph John Bunche. The DuBois Bunche Center
for Public Policy was founded to empower and cultivate the work
67
School of Business
of a new generation of scholar activists and advocates dedicated
to identifying progressive solutions to the challenges confronting
Urban Communities throughout the African Diaspora. The Dubois
Bunche Center (DBC) is headed by Roger Green, a faculty member
in the Department of Public Administration and former New York
Assemblyman. The DBC has moved leaps and bounds this year
and has catapulted the School of Business into the spotlight. The
DBC also secured an ISSN for a journal that will focus on the best
practices in law, policy, urban affair in U.S. and the Developing World,
and it already has an internal and external review board.
The Center for Entrepreneurship and Economic Development
(CEED)
In 1986, the College created the Small Business Center (SBC)
to conduct seminars, workshops, and training programs targeted
towards the Central Brooklyn small business community. Recently,
the College revised the mission and scope of SBC; integrated SBC
more closely with the academic programs in the School of Business;
and has changed its name to the Center for Entrepreneurship and
Economic Development (CEED) to reflect its new mission and
purpose, which is to enhance the growth of entrepreneurship locally
(within the Central Brooklyn community); regionally (within the City
and State of New York); and internationally (within the Caribbean
basin and African Continent); through the creation and development
of academic programs and services, research, and community
outreach initiatives, that encourage and support entrepreneurship
and the spirit of entrepreneurship.
68
Chairperson:
Rosemary Williams
718 270-5195 office
718 270-5181 fax
[email protected]
Office:
B-2032 V
Faculty: Granville Ainsworth, Paul Cox, Avril K. George,
Isaac Spira, Rosemary Williams
GENERAL INFORMATION
The mission of the Department of Accounting is to emphasize
excellence in accounting education, based on a strong foundation
in the liberal arts, and to prepare students for careers in accounting;
for graduate and professional studies; for leadership roles in their
careers and communities; and for entrepreneurship. Upon the
completion of the program, students are able to find employment
in public accounting, private, and government sectors, and nonprofit organization and entrepreneurship. The programs of the
Department are also designed to enable students to develop
the skills and competencies that prepare them for graduate and
professional school.
ACADEMIC STANDARDS
Students in the Department are expected to pass the required
Accounting Core courses with a grade of “C” or better. For
graduation, a student must have a GPA of 2.0.
B.S. Degree in Accounting
The degree program in Accounting is based on a strong foundation in
the General Business Core Curriculum, which provides our graduates
with strong business managerial knowledge. After completing the
Business Core Curriculum, students may select upper level courses
in Accounting and obtain a B.S. degree in Accounting. In this degree
program, students may select courses that prepare them to take the
C.P.A. Examination. Please note that as of August 2009, students
seeking to be certified as a public accountant in New York
State must complete an additional 30 credits beyond the B.S. in
Acounting.
Bachelor of Science Degree in Accounting
The B.S. in Accounting requires completion of 120 credits. The 120
credits of the program are distributed as follows:
B.S. Degree in Accounting
REVISED PROGRAM
FIXED/REQUIRED CORE
Course
Course Title
English Composition
ENGL 112 College Composition I ENGL 150
Credits
3
3
Mathematics and Quantitative Reasoning
MTH 115
3
RECOMMENDED MATH COURSE: MTH 136 Algebra/Trigonometry
Life and Physical Sciences
BIO 101
OR OR
PHS 101
3
TOTAL
12
FLEXIBLE CORE
World Cultures and Global Issues
ENGL 212 World Literature: The Evolving Canon3
U.S. Experience in its Diversity
HIST 200
The Growth and the Development of the U. S. 3
ART 100
Introduction to World Art
3
MUS 100
Introduction to World Music 3
SSC 101
Culture, Society, and Social Change
3
Scientific World
BIO 211
Biotechnology & Society
3
TOTAL
18
COLLEGE OPTION
Electives from College Option
12
TOTAL
12
MAJOR REQUIREMENTS
ACCT 217
Principles of Accounting I
3
ACCT 227
Principles of Accounting II
3
ACCT 311
Intermediate Accounting I
3
ACCT 312
Intermediate Accounting II
3
ACCT 367
Cost Accounting I
3
ACCT 402
Ethics for Professional Accountants 2
ACCT 406
Introduction to Forensic Accounting &
Fraud Examination
3
ACCT 407
Federal Taxation I
3
ACCT 408
Federal Taxation II
3
ACCT 473
Auditing
3
ACCT 477
Advance Accounting I
3
ACCT 479
Advance Accounting II
3
ACCT 480
Contemporary Accounting
3
CIS 101
Computer Fundamentals
3
CIS 211
Internet & Emerging Technologies
3
CIS 261
Contemporary Computer Applications
3
ECON 212
Macroeconomics
3
FIN 250
Intro to Business Finance
3
FIN 325
Corporate Finance
3
LAW 208
3
LAW 211
Business Law II
3
MAN 200
3
MAR 231
Essentials of Marketing
3
MTH 213
Introduction to Statistics
3
Open Free Elective
4
REQUIRED ELECTIVES 3 credits (from the list below)
3
ACCT 401
Internship & Accounting Software
3
ACCT 467
Cost Accounting II
3
ACCT 470
Enrolled Agent
3
TOTAL
78
GRAND TOTAL
120
69
COURSE DESCRIPTIONS
ACCT 217 Principles of Accounting I
3 credits; 4 class hours
This course is a study of the basic principles of accounting, including
the accounting cycle, journalizing, posting, preparation of a trial
balance, worksheet, adjusting entries and closing entries. Special
journals and subsidiary ledgers are discussed. Emphasis is given to
cash accounts, accounts and notes receivable, inventories, plants
and assets and payroll. Pre-requisite: MTH 136 or MTH 138
ACCT 227 Principles of Accounting II
This course is an extension of the basic principles of Accounting I,
including partnerships, corporation, financial statement and analysis,
and the fundamentals of managerial accounting. Topics covered in
managerial accounting include elements of cost analysis, job and
process costing, and elements of C-V-P analysis. Pre-requisite:
ACCT 217
ACCT 311 Intermediate Accounting I
Theories and practices in the determination of income, liabilities and
asset valuation are studied. Financial statements are studied as a
means of communicating information to creditors, potential creditors,
stockholders, potential investors, and others. Topics of interest
include financial statement analysis, inventory valuation, receivable
and fixed assets. Reporting practices and regulations are studied.
Software applications are considered. Pre-Requisite: ACCT 227
ACCT 312 Intermediate Accounting II
Topics of interest include equity measurement, the determination of
long term liabilities, earnings per share, leases, pensions, statement
of cash flows, and software applications. Pre-requisite: ACCT 311
ACCT 367 Cost Accounting I
A detailed study of the techniques of cost accounting and analysis
of accounting for managerial planning, cost control and decision
making. Areas of concentration include: Cost concepts and analysis
of costs, material control, accounting for labor, nature and application
of manufacturing overhead (including factory overhead and variance
analysis), job cost order systems, process cost systems, direct
costing, CVP, and break even analysis. Pre-requisite: ACCT 312
ACCT 401 Internship and Accounting Software
This course will teach the essentials of QuickBooks. It will introduce
to the student how to utilize the computer in maintaining accounting
records, making management decisions, and processing common
business applications with primary emphasis on a general ledger
package (QuickBooks). Pre-requisite: ACCT 311
70
ACCT 402 Ethics for Professional Accountants
This course is designed to promote ethical reasoning, integrity,
objectivity, independence and other core values as defined by the
NYS Public Accountancy Laws Article 149, Rules & Regulations and
American Institute of Certified Public Accountants Professional Code
of Conduct. Prerequisite: ACCT 311
ACCT 406 Forensic Accounting and Fraud Examination
This course is designed to enhance a student?s understanding of
the emerging field of forensic accounting and fraud examination.
The course is structured to enhance the ability of students to think
critically and to develop the knowledge, skills and attitudes necessary
to compete effectively in the rapidly changing world of information
technology. Intended for those interested in new and emerging areas
of accounting, topics covered are: the legal environment, SarbanesOxley Act of 2002, audit and investigation, dispute resolution and
litigation services, information security, financial statement analysis,
and tax fraud. Students will emerge from the course with an
understanding of the roles of forensic accountants and familiarity with
their tools and practices. Prerequisite: ACCT 312
ACCT 407 Federal Taxation I
Federal Taxation I is a study of the Internal Revenue Codes and
application of regulations as they pertain to individuals. Topics
covered in this course include the nature of taxable and non-taxable
income, allowable and non-allowable business and personal
deductions, and capital gains losses. Pre-requisite: ACCT 312
ACCT 408 Federal Taxation II
This federal tax course broadens and intensifies the student’s
knowledge of taxation by demonstrating the ways in which tax
regulations are applied in business enterprises’ income process,
capital structure, distributions, redemptions, liquidations, and
reorganizations. The entities covered are corporations, partnerships,
gift and estate taxes, trusts and estates and exempt organizations.
This course is designed to provide theoretical and practical
experiences including the preparation of applicable business tax
forms as well as the examination of ethical, legal, and foreign tax
issues in tax application and tax planning. Pre-requisite: ACCT 407
ACCT 467 Cost Accounting II
Emphasis will be on advanced topics in cost accounting including:
Responsibility accounting, cost behavior, variable costing, advanced
topics in cost allocation, capital budgeting, inventory management,
and applications of statistics and quantitative decision techniques in
cost accounting. Pre-requisite: ACCT 367
ACCT 470 Enrolled Agent
This course is designed to prepare for IRS Enrolled Agent exam.
The focus is on tax theory and its application in different areas
and situations. Content includes taxation of individuals, sole
proprietorships, partnerships, corporations, fiduciaries, estates, trusts
and gifts. Training and practice in how to analyze and answer test
questions, simulated testing environment, and experience. Course
open for review of taxation in the areas described above, even if
taking exam is not planned.
Prerequisite: ACCT 407 and ACCT 408
ACCT 480 Contemporary Accounting
This course has two objectives:
1. To acquaint the student with current accounting issues and
problems using the latest field research,
2. To bring together concept and methodologies covered in
previous courses, in accounting and other disciplines, so that
the student may view accounting as a whole and in perspective.
Selected readings from recent publications, questions and problems
from the CPA examination, and other materials will be assigned.
Pre-requisite: ACCT 479
ACCT 473 Auditing
Students are taught the principles and practices of verification
of financial statements and control. Topics of interest include
professional conduct, liabilities of auditors, internal control, statistical
sampling, the auditor’s report, and computer systems applications.
ACCT 500 Independent Study
This course provides exceptional students with an opportunity to
conduct research in a specific area of accounting.
Pre-requisite: Department permission required, usually only senior
level students are admitted to the course.
ACCT 477 Advanced Accounting I
This course covers advanced topics in the theory and practice
of accounting, addressing such topics as interest including
partnerships, branch accounting, and consolidations. Ethical issues
and professional responsibilities are also addressed. Software
applications are discussed. Students will also become acquainted
with current accounting issues and problems and with the latest
research efforts in the field. Selected readings in recent publications,
current rulings of the Securities and Exchange Commission (SEC),
and questions and problems from CPA examinations are reviewed.
ACCT 478 Municipal Accounting
This course deals with various aspects of accounting for non-profit
organizations, with emphasis of governmental agencies. Topics
of interest include fund accounting, reporting and measurement
processes, for income and statements of financial position. Other
types of non-profit organizations including hospitals, charitable
organizations, and institutional entities are studied. Pre-requisite:
ACCT 312
ACCT 479 Advanced Accounting II
This course will cover additional topics in the theory of accounting.
Other topics include liquidations, fiduciaries, Department of
Accounting estates, and trusts, accounting for non-profit
organizations, with emphasis of governmental agencies. Topics
of interest include fund accounting, reporting and measurement
processes for income and statements of financial position. Types of
non-profit organizations including hospitals, charitable organizations,
and institutional entities, current accounting issues and problems
are studied. Selected readings from recent publications and recent
pronouncements of the FASB, and the GASB will be reviewed.
Pre-requisites: ACCT 312 and ACCT 477
71
Chairperson:
Evelyn Maggio
718 270-5100 office
718 270-5181 fax
[email protected]
Office:
B-2032 J
Faculty:
Jit Singh Chandan, Sambhavi Lakshminarayanan
Evelyn Maggio
GENERAL INFORMATION
The mission of the Department of Business Administration is
to prepare students for professional careers as entrepreneurs,
managers and marketing professionals. The department offers a
Bachelor of Science degree in Business, a Bachelor of Professional
Studies in Applied Management (B.P.S. - A.M.) and an Associate of
Science degree in Business Administration. The goals of the degree
programs are to provide essential knowledge and skills, and develop
competencies that graduates need to: enter business careers; enter
graduate and professional schools of their choice; become lifelong
learners; and become professionals in business organizations and
contributors to the communities in which they reside.
The business courses, programs and degrees provide for
advancement in careers. Moreover, they afford students the
opportunity for research internship, and professional enhancement.
The department, along with the School of Business, has established
liaisons with corporate, government and community organizations to
help students to achieve their professional goals.
By appropriate course selection and in consultation with an academic
advisor, students pursuing the Bachelor of Science in Business may
select courses to emphasize a specific career interest in the areas
of: Management: Entrepreneurship; Marketing; Economics; Finance;
and CIS.
Students who do not wish to choose an emphasis may select a
combination of courses in consultation with faculty from among the
courses offered in the School of Business.
ACADEMIC STANDARDS
Students in the department are expected to pass all Business
Administration required courses with a grade of “C” or better.
Bachelor of Professional Studies in Applied Management
The Bachelor of Professional Studies degree is designed for working
adult A.A.S. or A.S. degree holders who are graduates of two-year
colleges, transfer students, and Medgar Evers College A.A.S. or A.S.
degree graduates. The B.P.S. in Applied Management degree allows
students to build upon previous course work at the Associate degree
level. The B.P.S. degree in Applied Management requires completion
of 120 credits. The 120 credits of the program are distributed as
follows:
72
B.P.S. - Applied Management
REVISED PROGRAM
FIXED/REQUIRED CORE
Course
Course Title
Credits
English Composition
ENGL 112 College Composition I 3
ENGL 150
3
MTH 115
3
BIO 101
OR OR
PHS 101
3
TOTAL
12
FLEXIBLE CORE
ENGL 212 World Literature: The Evolving Canon
3
HIST 200
ART 100
3
MUS 100
SSC 101
3
Scientific World
BIO 211
3
TOTAL
18
COLLEGE OPTION
12
TOTAL
12
MAJOR REQUIREMENTS & ELECTIVES
ACCT 217
3
ACCT 227
3
BUS 402
Business Ethics
3
BUS 451
Business Policies & Strategies
3
CIS 211
3
ECON 212
Macroeconomics
3
FIN 250
Introduction to Business Finance
3
LAW 208
3
MAN 200
3
MAN 314
Organizational Behavior
3
MAN 316
Human Resource Management
3
MAN 401
Field Experience
3
MAR 231
Essentials of Marketing
3
MTH 213
OR OR
SSC 303
Social Science Statistics
3
Concentration
Students can choose any 21 credits from the
areas below. 21
Free Electives
TOTAL
GRAND TOTAL
15
78
120
CONCENTRATIONS
BUSINESS SERVICES MANAGEMENT ECON 305
Labor Economics
MAN 317
Labor Relation Management MAN 351
Operations Management MAN 403
Introduction to Women in Business & Mgmt
MAN 416
Management Science
MAR 331
Marketing MAR 335
Consumer Motivation and Behavior
MAR 336
Public Relations
MAR 337
Marketing Research MAR 434
Product Management SOCIAL SERVICES ADMINISTRATION PA 300 Public Bureaucracy PA 330 Pub Policy, Advocacy, Sys Mgmt & Admin PA 340 Systems Anal. in Plan & Budgeting SOC 300 Sociological Theory
SOC 302 Social Stratification
SOC 336 Police & the Penal System
SOC 457 Community Org & Urban Centers
SSC 304 Social Science Research Methods
HEALTH SERVICES ADMINISTRATION HSA 300 Principles of Health Services Administration HSA 302 Health Perspectives
HSA 310 Health Planning and Policy Issues
HSA 400 Issues and Trends in Health Services Admin.
HSC 301 Fundamental Concepts of Gerontology
HSC 302 Health Issues Throughout the Aging Process
ELECTIVES 3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
Bachelor of Science Degree in Business
The B.S. in Business requires completion of 120 credits. The 120
credits of the program are distributed as follows:
B.S. - Business
REVISED PROGRAM
FIXED/REQUIRED CORE
Course
Course Title
Credits
English Composition
ENGL 150
3
MTH 115
3
BIO 101
OR OR
PHS 101
3
TOTAL
12
FLEXIBLE CORE
3
HIST 200
ART 100
3
MUS 100
SSC 101
Scientific World
BIO 211
TOTAL
COLLEGE OPTION
TOTAL
MAJOR & ELECTIVES
ACCT 217
ACCT 227
Principles of Accounting Ii
BUS 103
Introduction To Business
BUS 301
International Business
BUS 402
Business Ethics
BUS 451
Business Policy And Strategy
CIS 101
CIS 211
Internet And Emerging Technologies
ECON 212
Macroeconomics
FIN 250
Introduction To Business Finance
LAW 208
Legal Environment Of Business
LAW 211
Business Law II
MAN 200
Principles Of Management
MAN 314
Organizational Behavior
MAN 316
Human Resource Management
MAN 351
Operations Management
MAN 421
Management Information Systems
MAR 231
Essentials Of Marketing
MAR 337
Marketing Research
MTH 213
Introduction To Statistics
Liberal Arts Elective
Business Electives
TOTAL
GRAND TOTAL
3
3
18
12
12
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
6
12
78
120
Typically, these students will have studied career or job-related
subjects in non-management areas such as allied health fields,
human services, or other vocational or technical programs yet lack
an educational background in management.
The A.S. degree in Business Administration introduces students to
fundamental concepts and philosophies in business and liberal arts
and prepares students for pre-managerial entry-level positions as
well as continuing studies for the B.S. degree in Business or the
Bachelor of Professional Studies in Applied Management.
The A.S. in Business Administration requires completion of 60
credits. The 60 credits of the program are distributed as follows:
A.S. - Business Administration
REVISED PROGRAM
FIXED/REQUIRED CORE
Course
Course Title
Credits
English Composition
ENGL 150
3
MTH 115
3
73
BIO 101 OR
OR PHS 101
3
TOTAL
12
FLEXIBLE CORE
3
HIST 200
ART 100
3
MUS 100
SSC 101
3
Scientific World
BIO 211
3
TOTAL
18
ACCT 217
Principles of Accounting I 3
BUS 103
Introduction to Business 3
CIS 211
Internet and Emerging Technologies 3
ECON 212
Macroeconomics 3
FIN 250
Introduction to Business Finance 3
LAW 208
Legal Environment of Business 3
MAN 200
Principles of Management 3
MAR 231
Essentials of Marketing 3
MTH 213
Introduction to Statistics 3
Business Elective 3
TOTAL
30
GRAND TOTAL
60
COURSE DESCRIPTIONS
BUS 103 Introduction to Business
This course is designed to serve as an introductory course. It is
a general survey of business that acquaints students with the
importance of business as a field of study. The course covers various
aspects of business including management, marketing, economics,
finance, accounting, business law, human resource management and
information systems. Topics to be covered include: understanding the
business environment, entrepreneurship, global aspects of business,
managing operations, managerial functions, principles of marketing,
managing information, principles of accounting, money and banking
and business law. Prerequisite: ENGL 150
BUS 301 International Business
This course examines business practices as they relate to
economic, legal, political, cultural, technical and environmental
factors in developed and developing countries. Emphasis is placed
on the global perspective, specifically in relation to: International
Management, International Marketing, International Finance,
International Economics and International Accounting. Pre-requisite:
MAN 200 or MAN 211
74
BUS 311 Small Business Management
This course is designed to provide assistance in starting and
operating a small business for small business owners. A critical
analysis is made of capital accumulation, government aids and
regulation, adapting technologies to specialized needs, feasibility
studies, market strategies and franchise operation. Small Business
Administration Investment Corporation requirements, growth and
competition will be explored. Pre-requisite: MAN 200 or MAN 211
BUS 402 Business Ethics
This course examines the ethical aspects of conducting business
considering the internal as well as external interactions of
organizational environments. Topics covered include: ethical issues
in business, social responsibility, organizational culture and ethical
decision making, business ethics in global economy and business
ethics and organizational performance. Pre-requisite: MAN 314
BUS 451 Business Policy and Strategy
This capstone course is required of all senior students for the
B.S. in Accounting and B. S. in Business. Students will have the
opportunity to integrate knowledge from the Department of Business
Administration functional areas in analyzing business problems and
developing policy recommendations for executive action. Emphasis
is placed on the seminar and case study approaches. Pre-requisites:
MAN 314 and MAN 351
BUS 500 Independent Study
conduct research in an area of special interest. Usually, only senior
level students are admitted to this course. Pre-requisite: Permission
of chairperson
LAW 208 Legal Environment of Business
This course is an introduction to the legal and regulatory environment
in which business transactions take place. The course is also
extended to include business ethics and social responsibility. The
topics covered will enable students to understand how the laws affect
and constrain the decisions that business managers make.
Topics covered will include law and ethics, the American legal
system, private law, the regulatory environment, business
organizations and financial markets, business and its employees, the
market place, business and the global environment. Pre-requisites:
ENGL 150 and MAN 200 or MAN 211
LAW 211 Business Law II
Following a review of the documents governing principle and
agent, the course will examine the law covering partnerships and
corporations in their formation, operation, internal relationships, and
dissolution with reference to the law. Pre-requisite: LAW 208
MAN 200 Principles of Management
A practical course designed to examine management concepts,
principles and processes, and to improve personal competencies in
problem solving, decision making and communication. The course
deals with functional approach to management and covers the
functions of planning, organizing directing and controlling. Emphasis
is paid to leadership characteristics, motivation, communication and
conflict management. Cases are discussed for practical application of
management fundamentals. Pre-requisites: ENGL 150
MAN 311 Management Theory and Practice
This course examines the major forms of organization theory through
an analysis of various schools, movements and philosophies.
Application of qualitative and quantitative methods in the solution of
management problems are explored along with management science
models. Lectures are augmented by use of case material and roleplaying. Pre-requisite: MAN 200 or MAN 211
MAN 314 Organizational Behavior
This course considers the behavioral aspects of management in
terms of physical, economic and human variables. Principle theories
of individual and group organizational behavior are examined to
appraise the motivation, leadership and communication process.
Pre-requisite: MAN 200 or MAN 211
MAN 316 Human Resource Management
A survey of the personnel functions in business organizations
including the recruiting, selection, training and placement of
personnel, the role of supervision, performance appraisal and wage
and salary administration. Class discussion is based on case studies
drawn from industry and role-playing situations which emphasize
different interviewing, testing and motivational techniques.
Pre-requisite: MAN 314
MAN 317 Labor Relations Management
3 credits;3 class hours
This course provides a background in labor management relations
by examining the growth and development of unions, negotiation and
collective bargaining procedures, and the techniques and operation
of grievance machinery. The government’s role in union management
affairs is explored in addition to employee motivation and morale.
Pre-requisites: MAN 314 and MAN 351
MAN 351 Operation Management
This course emphasizes a systems and analytical approach to the
principles of operations in product and service industries, including
applications of managerial skills to problems arising in planning and
controlling operations. The topics covered include the economics of
production, facilities planning, inventory control, capacity utilization,
materials handling, quality control, project scheduling, project
management, work measurement and appraisal. The relationships of
these areas to expertise in managerial performance are emphasized.
Pre-requisite: ECON 316
MAN 371 International Management
This course focuses on the in-depth and critical study of
international environment and effective management of multinational
organizations. Topics to be dealt with include: survey of global
environmental issues, global cultural environment and issues,
communication across cultures, Leadership and motivation across
cultures, international human resource management, international
strategic management, international strategies for operations and
control, managing international collaborative initiatives and ethical
and social responsibilities of multinational companies.
Pre-requisite: BUS 301
MAN 400 Family Business Management
The course focuses on understanding family business systems
theory, culture, and stages of evolution, individual development
and career planning. The course also examines strengths and
weaknesses of a family firm, the management of family structure,
conflicts, relationship, organizational issues of estate planning, and
planning for succession. Pre-requisites: MAN 200 or MAN 211 and
MAR 231
MAN 401 Field Experience Internship
This is a course that provides the students with a practice setting
where they can integrate prior learning with professional practice.
Pre-requisite: Permission of chairperson
MAN 403 Women in Business and Management
This course is designed to help women and men to become aware of
the issues that exist when women seek to climb the career ladder in
corporations or to open their own businesses. Students in this course
will critically analyze gender issues in the workplace by examining
the history, current status and future prospects of women and men
in business organizations. We will also address what organizations
are doing to respond to the changes in the workforce. In addition, this
course will better prepare individuals to face the diverse challenges
that these issues pose. An important dimension of this course is
that women and men from corporate offices and businesses will be
lecturers. Pre-requisite: MAN 314 or Permission of chairperson
MAN 414 Development of Management Thought
This is a course in the study of the works of pioneers in management
and organizational theory in order to develop a historical perspective
of management thought. Analysis of research in the field and its
applicability to modern management practices will be covered.
Pre-requisite: MAN 314
75
MAN 416 Management Science
This is a course for aspiring business managers that focuses on
quantitative approaches to decision making. The emphasis is
on problem formation, model construction and an application of
operations research techniques to business decisions. Deterministic
as well as stochastic models are discussed. Intense coverage
of payoff matrices, decision trees, decision making under risk,
models of linear programming, inventory models, waiting lines and
simulations will be studied. Pre-requisites: MAN 351 and ECON 316
MAN 421 Management Information Systems
This course provides a broad overview of the information systems
management function. The emphasis is on information systems
management, with particular attention to planning, organizing and
controlling user services and managing the computer information
systems development process. Attention is also focused on the
relationship of the information systems planning process to the
overall business goals, policies, plans, and management style and
industry condition. Topics include the means of selecting systems
projects; assessing the organization’s current information needs;
determining processing, staffing, software, hardware and financing
approaches. Pre-requisite: CIS 211 or MAN 351
MAR 231 Essentials of Marketing
This basic course focuses on the distribution of goods from
the producer to the consumer. The current marketing system
is described, analyzed and evaluated in terms of commodities,
functions and institutions in order to improve efficiency and lower
overall distribution costs. Pre-requisite: MAN 200 or MAN 211
MAR 233 Principles of Advertising
This course presents a descriptive survey of advertising and its
role in the marketing structure. Particular emphasis is placed on
major media, production, copy and layout Department of Business
Administration techniques along with product and brand identification.
Advertising is viewed in terms of its promotional effectiveness for the
firm and upon the consumer. Pre-requisite: MAR 231
MAR 331 Marketing Management
This course offers an examination of the role of marketing
management in the firm and in the economy. The managerial
functions of marketing executives in consumer-oriented organizations
including planning, organizing and controlling are investigated as
they affect the marketing concept. Analysis of marketing programs
involving product research, advertising, sales and physical
distribution are considered along with behavior in the market place.
Pre-requisite: MAR 231
76
MAR 332 Retail Management and Merchandising
This course is managerial in nature and provides insight into retail
store administration and the basic functions of buying for resale
as emphasis is placed on retail mathematics including quantitative
and statistical methods applicable to inventory control and records
analysis. Pre-requisites: MAR 231 and MAR 232
MAR 334 Sales Management
This course offers an administrative appraisal of the sales
function against a background of modern social sciences and
developments in research and computerized forecasting. The
processes of planning, organizing, staffing, directing and controlling
sales operations, including products and territorial selections, are
realistically analyzed and evaluated. Pre-requisites: MAR 231 and
MAR 234
MAR 335 Consumer Motivation and Behavior
This course studies an analysis of economic, psychological and
cultural aspects of consumer behavior in the market place as related
to decision and motivational problems of the firm. Emphasis is placed
on basic concepts of psychology and sociology as they influence
individual and group needs in marketing and the surrounding
environments. Pre-requisite: MAR 231
MAR 336 Public Relations
This course presents a survey of the dynamics of publicity and public
relations and the part each plays in influencing business and related
environments. Specific publics are examined and current persuasive
and promotional techniques reviewed, analyzed and evaluated for
intended motivational impact. Pre-requisite: MAR 231
MAR 337 Marketing Research
This course covers the fundamentals of scientific investigation in
solving marketing problems. Emphasis is placed on both quantitative
and qualitative approaches as well as examining the importance of
research in marketing. Pre-requisites: MAR 231 and ECON 316
MAR 338 International Marketing
This course offers an analytical survey of the policies, practices, and
function, distribution, and the role of government in world markets.
Detailed emphasis centers on the technical, legal, and financial
features of international marketing. Pre-requisites: MAR 231 and
ECON 316
MAR 339 Marketing for Entrepreneurs
The course focuses on the marketing strategies that include how to
develop and implement marketing plans that have the support of the
local community and how to target the community resources. The
course also examines the various models of marketing, assessing
the strengths and weaknesses of the marketing approaches such as
advertising, direct mail, and personal setting in the local community.
Pre-requisite: MAR 231
MAR 405 Pricing Policies and Strategies
This course is a study of the processes and strategies by which
marketing managers in commercial enterprises determine the
prices of their goods in order to achieve the ultimate objective of the
business-to make a profit. The course will address such topics as the
elements of effective pricing, the effects of costs and competition on
price determination, product life cycle, segmentation, and marketing
mix effects. Other considerations will include consumer behavior,
uncertainty of the economy, and the law. Pre-requisites: MAR 231
and MAR 335
MAR 432 Physical Distribution and Logistics
This course provides an examination of physical supply and
distribution logistics within the marketing system. Emphasis is placed
on location theory, inventory analysis and control, channel selection
and traffic management and system optimization. The relationships
between costs and profitability are reviewed through case studies
and simulation models and quantitative methods. Pre-requisites:
MAR 231 and ECON 316
MAR 434 Product Management
This course covers a significant analysis of product development and
management emphasizing new product planning and organization
from ideation through commercialization. Consideration is given to
demand, costs, product technology, quality control, packaging and
branding as they relate to design and marketing of old and new
product offerings. Pre-requisites: MAR 231 and MAR 335
77
Department of Computer Information
Systems
Chairperson:
Vacant
718 270-5118 office
718 270-5181 fax
Office:
Faculty:
Chris Castillo, Sikiru Adesina Fadairo
Leonid Knizhnik,Orandel Robotham
GENERAL INFORMATION
The mission of the Department of Computer Information Systems
(CIS) is to prepare students to design, build, and implement software
solutions that are the driving force in every business, not-for-profit,
and government agency. Specifically, students acquire the skills to
develop market, deliver and manage integrated software solutions
using emerging technologies that can be applied in nearly every
industry.
CIS offers the following programs:
1. Bachelor of Science degree in Computer Information Systems
a. Systems Analysis and Design; or
b. Network Systems Management
2. Bachelor of Science degree in Business with CIS electives
3. Associate in Applied Science degree in Computer Applications
4. Minor in Multimedia & Web Technologies
Each degree program includes courses in programming, system
analysis, system design, and database management systems,
networks, data communications, graphics, multimedia and the World
Wide Web. Students also develop professional experience through
internships and service learning in major corporations and small
businesses. The supervised work experience provides students
with hands-on experience in information systems and emerging
technologies.
ACADEMIC STANDARDS
Students in the department are expected to pass all Business
Administration required courses with a grade of “C” or better.
Associate in Applied Science Degree (A.A.S) in Computer
Applications
The AAS degree in Computer Applications prepares students to be
effective computer users who understand and combine computers
with the analytical sciences and business skills to meet the needs
of a job, and to be effective members of an organizational staff. The
program also gives students sufficient basic education to continue
their studies toward a Bachelor’s degree in Computer Information
Systems or other related degrees.
78
The Associate in Applied Science (A.A.S) Degree requires
completion of 60 credits. The 60 credits of the program are
distributed as follows:
A.A.S. - Computer Applications
REVISED PROGRAM
FIXED/REQUIRED CORE
Course
Course Title
Credits
English Composition
ENGL 150
3
MTH 115Nature of Mathematics
3
BIO 101
OR OR
PHS 101
3
TOTAL
12
FLEXIBLE CORE
3
HIST 200
The Growth and the Development of the U. S.
(RECOMMENDED)
3
ART 100
Introduction to World Art (RECOMMENDED) 3
MUS 100
SSC 101
(RECOMMENDED)
3
Scientific World
BIO 211
3
TOTAL
9
ACCT 217
3
CIS 101 Computer Fundamentals
3
CIS 201 Operating Systems
3
CIS 210 Computer Graphics
3
CIS 211
3
CIS 225
Foundations of CIS Using C++
3
CIS 232
Introduction to Programming
3
CIS 261
Contemporary Computer Systems
3
ECON 212
Macroeconomics
3
MAN 200
3
SPCH 102 Fundamentals of Speech 3
CIS Electives Any 200 Level 3
Open Electives 3
TOTAL
39
GRAND TOTAL
60
Bachelor of Science (B.S.) Degree In Computer Information
Systems The B.S. Degree in Computer Information Systems
requires completion of 120 credits. The 120 credits of the program
are distributed as follows:
B.S. - Computer Information Systems
REVISED PROGRAM
FIXED/REQUIRED CORE
Course
Course Title
Credits
English Composition
ENGL 150
3
3
BIO 101 OR
OR PHS 101
(RECOMMENDED) 3
TOTAL
12
FLEXIBLE CORE
3
HIST 200
The Growth and the Development
of the U. S.
3
ART 100
3
MUS 100
SSC 101
3
Scientific World
BIO 211
3
TOTAL
18COLLEGE OPTION
ECON 330
Global Trade and Political Economy
(RECOMMENDED)
3
9
TOTAL
12
ACCT 217
3
ACCT 227
3
BUS 402
Business Ethics
3
CIS 101
Computers, Technology & Society
3
CIS 201
Operating Systems
OR
OR
CIS 262
Business Data Networks
3
CIS 211
3
CIS 225
Foundations of Computer Information Systems
Using C++
3
CIS 232
Introduction to Programming
3
CIS 261
Contemporary Computer Systems
3
CIS 300
Data Structures for Business Apps
OR
OR
CIS 311
Systems Development & Implementation
3
CIS 310
Computer Graphics
3
CIS 313 Digital Media
3
CIS 401
CIS Internship
OR
OR
CIS 413
Advanced Internet & Emerging Technologies 3
CIS 444
Applied Systems Development
3
ECON 212
Principles of Macroeconomics
3
FIN 250
Introduction to Business Finance
3
LAW 208
3
MAN 200
3
MTH 213
3
Concentration
See Below
15
Open Electives
6
TOTAL
78
GRAND TOTAL
120
Concentration 1
Systems Analysis & Design
CIS 320
Fundamentals of E-Commerce
3
CIS 332
Advanced Programming
3
CIS 340
Visual Basic
3
CIS 400
Database Management Systems
3
CIS Elective
300 or 400 level
3
Concentration 2
Network Systems Management
CIS 323
Network Operating Systems
3
CIS 331
Information Security
3
CIS 403
Computer Networks
3
CIS 423
Distributed & Client/Server Computing
3
CIS 300
or
400 level Elective
3
B.S. Degree in Business with Computer Information Systems
Emphasis
The B.S. Degree in Business with Computer Information Systems
Emphasis requires completion of 120 credits. Please see the B.S.
Degree in Business for distribution.
Requirements for Minors in Multimedia and Web Technologies
or CIS Minor
Students outside of the CIS program may seek a minor in Computer
Information Systems. In order to obtain a minor in the CIS, students
will be required to complete fifteen (15) to sixteen (16) course credits
in the Program. Courses used to satisfy the requirements for the
minors, including electives, must be completed with a grade of “C” or
better.
Minor in Multimedia & Web Technologies
Students choosing to take this minor will learn digital photo design
and editing, animation, digital audit, digital video, web design,
internet security and much more using Photoshop, Dream Weaver,
Soundbooth, Premiere, Illustrator, InDesign, Flash and other relevant
software applications. Students must complete the following four (4)
courses or 12 credits, in addition to another three (3) credits taken
under advisement by a faculty advisor: See Concentration 1 in B.S.
in Computer Information Systems.
79
Minor in Computer Information Systems
Students choosing to minor in Computer Information Systems must
complete the following three courses, with an additional two courses
at the 300 or 400 levels. See Concentration 2 in B.S. Computer
Information Systems
For additional minor requirements details for both the Multimedia and
Web Technologies and Computer Information Systems Minors. See
Chair or Academic Advisor.
COURSE DESCRIPTIONS
CIS 101 Computer Fundamentals (formerly CL 101)
This course provides students with the basic knowledge of computing
and information systems. It offers students a step-by-step,
hands-on introduction to the uses of computers in society.
Topics include hardware and software concepts, elements of
telecommunications, networks, and the Internet. The discussion
of ethics, privacy, and security will familiarize students with the
prominent information issues. Pre-requisite: None
CIS 201 Operating Systems (formerly CIS 301)
This course will focus on the analytical overview of the various types
of operating systems: Disk Operating Systems (DOS) and Memory
Operating Systems (MOS). Topics covered will include the roles of
operating systems in resource management, multi programming,
job scheduling, I/O interrupts, virtual memory concepts, data base
management concepts, systems utility programs, Job Control
Language (JCL), and windows interface. Several laboratory projects
will be assigned. Pre-requisite: CIS 101, CIS 211
This course presents principles of effective information design for
publications. Several categories of computer graphics are analyzed
to demonstrate factors that contribute to good design with particular
emphasis on visual information communication. Topics covered
include screen layout, background, textures, typography, use of
graphics, photos and imaginative use of clip art. The course includes
several laboratory assignments using industry standard graphics
technologies. A comprehensive student portfolio of computer
graphics and digital artifacts will include, but not limited to: logos,
professional or hobby cards, brochures, newsletters, magazine,
bulletins, flyers, posters, book/disk covers. Pre-requisite: None
CIS 211 Internet and Emerging Technologies
This course introduces the student to the use of computers and
information systems technologies in business. Topics include
organization of information and basic systems concepts. Students
will explore topics and issues that develop with the use of computing
technologies, the world wide web and the Internet. Through lab
activities, students conduct information and organizational analyses
to develop a basic website using Internet languages and tools:
HTML, XHTML and Adobe Dreamweaver. Pre-requisite: CIS 101
80
CIS 225 Foundations of Computer Information Systems Using
C++ (formerly CIS 223)
This course consists of two modules. The first module examines
programming languages in abstract terms. Emphasis will be on
language design, translation, encapsulation, sequence control,
subprogram control, inheritance and further advances in language
design. In addition, language paradigms will be examined including
simple procedural language, block-structured procedural language,
object-based languages, functional languages and logical
programming languages. The second module provides students with
the hands-on practice using the C++ language to apply procedural,
functional and logical programming design. The course includes
several laboratory assignments. Pre-requisite: MTH 136 or MTH 138
CIS 232 Introduction to Programming
This course will focus on the Java programming language from
a theoretical and practical application approach. The course also
teaches students how to use the JAVA language’s object oriented
technologies to solve business problems. Topics also include
the language fundamentals, the Java language API (application
programming interface). Students will learn how to create classes,
objects and applications using the language. The course includes
several laboratory assignments. Pre-requisite: CIS 223
CIS 252 Machine Organization and Assembler Languages
This course is an introduction to IBM PC assembler programming
language. It includes the basic concepts and structure of the
language, including macros and subroutines. Both binary and
decimal arithmetic instructions will be discussed. The course includes
CIS 255 Survey of Computer Programming Languages
This course will familiarize students with the varied computer
programming languages and the techniques used in manipulating
data and solving problems. It involves a survey of the salient
characteristics of current programming languages and will include
the learning of a specific language. The design will allow students
to integrate theory with practice with primary emphasis on their
relevance to data analysis. Students will write programs using a
programming language that highlights and compares its major
features with other languages. Topical coverage will include the
basics of the language, problem-solving, and programming.
There will be brief discussions of Artificial Intelligence (AI) and
its programming languages. Several laboratory projects will be
assigned. Pre-requisite: CL 101 or CIS 101 or CIS 211 or CIS 223
CIS 261 Contemporary Computer Applications
This course provides a broad overview of computer information
systems and business productivity technologies. It emphasizes,
through practice, the knowledge essential to the business
professional in today’s information technology-based market.
Students develop advanced-level projects using a variety of
computer, Web and Internet technologies. An integrated approach
will be employed. Laboratory projects will be assigned. Pre-requisite:
CIS 101 or CIS 211
CIS 262 Business Data Networks & Telecommunications
The course provides an introduction to various fundamental topics
in the networking field. Major functions of data link, transport and
network layers are addressed in this component in addition to some
basics about physical and application layers. This component also
summarizes the different functions of the five layers of the network
model to enable students understand the ‘big picture’ associated
with the 5-layer network model. Wherever appropriate historic
andavailable state of the art network options, and their respective
strengths/weaknesses are discussed so that students can make
informed choices based on specific business requirements.
Prerequisite: CIS 211
CIS 280 Computer Applications in Healthcare
This course presents health informatics to the student. The
emphasis is on the management and processing of medical records/
health data, information and knowledge to support the practice of
healthcare, administration, health education, and research. The
student is exposed to current and emerging technologies and the
related healthcare policies that enhance the quality of patient care.
Course content focuses on both the Internet and Non-Internet based
technologies. Several laboratory projects will be assigned.
Pre-requisite: CIS 101
CIS 300 Data Structures for Business Applications
This course will emphasize the study of the various types of file
organizations and access methods including sequential, indexed
sequential, hashed, and inverted file structures. The use of
structures such as lists, stacks, queues, graphs, and trees will also
be described and analyzed, including their implications for data
base management systems. The course will also survey the Oracle
database management system. Pre-requisite: CIS 232 or CIS 252
This course presents principles of effective interactive design for
multimedia publications. Several categories of multimedia products
are analyzed to demonstrate factors that contribute to good design
applications with particular emphasis on visual communication.
Topics covered include screen layout, background, textures,
typography, use of graphics, photos and imaginative use of clip art.
The course includes several laboratory assignments using industrystandard graphics. Pre-requisites: CIS 301 and CIS 311
CIS 311 Systems Development and Implementation
This course is an overview of the systems development life cycle.
The basic concepts of a systems approach to business information
systems through the use of both traditional and structural tools and
techniques will be presented. The emphasis will be on information
gathering, documentation, and reporting activities and on the
transition from analysis to design.
Pre-requisites: CIS 211 and CIS 252
CIS 313 Digital Media
This course provides an introduction to the critical studies of digital
media, with emphasis on the dynamics of mediating technologies
and its supporting theories and concepts. By applying learned
visual and aural design principles, students will explore the use
of digital media and computer-based tools in the design and
authoring of comprehensive digital content for portfolios, corporate
marketing, advertising, presentations and business demonstrations.
Thedevelopment of a comprehensive, standards-based project
involves research, story development, computer-assisted digital
design, computer animation, digital audio, digital photography, and
digital video production. Students will learn how to analyze and
contextualize the technologies and techniques of digital media in light
of emerging business strategies. Pre-requisites: CIS 211 and CIS
310
CIS 320 Fundamentals of Electronic Commerce
This course examines the impact of the emerging technologies on
how we conduct business in an electronic world. Topics include
requirements of commercial web sites from hardware and software
to necessary operational processes; copyright, authentication,
encryption, certification, and security; on-line payment methods (SET,
e-Cash, check and charge); e-Commerce business models, including
developmental costs, ongoing operations and marketing; impact
of e-Commerce on the traditional marketplace; and potential future
commerce scenarios. Pre-requisites: CIS 232 and CIS 252
CIS 323 Network Operating Systems
This course surveys Network Operating Systems focusing on
industry-dominant systems. Based on current research, emphasis will
be on Novell’s Netware, Intranet ware, Microsoft’s Windows NT, UNIX
and Lotus Notes. For each operating system, discussion will focus
on the creation of the particular network environment, its network,
installation, configuration, network administration, and fault tolerance.
TCP/IP, the Internet, and the administration of multiprotocol
network will also be discussed. Pre-requisite: CIS 232
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CIS 325 Visual C++
This course teaches the essentials of the visual environment
and covers object-oriented programming at intermediate and
advanced levels. Visual C++ is used as a productive C++ tool for
the development of Windows and the Web. This language follows
C++ design principle by providing the student with higher levels of
programming extraction without sacrificing flexibility, performance,
and control. In addition to features like Intelligence Technology,
Edit and Continue which significantly speed development time, the
student will be able to learn the greatly improved features for Web
support and Enterprise development. The course includes several
laboratory assignments. Pre-requisites: CIS 225 and CIS 232 and
CIS 332 and CIS 252
CIS 331 Information Security
This course covers the security issues that result from automation. It
addresses concerns regarding confidentiality, privacy, and volatility
in the information society. Topics will include systems security and
controls, encryption techniques, IP address authentication, choosing
the right firewall, and using smart card for mutual authentication.
CIS 332 Advanced Programming
This course exposes the student to advanced Java features such as
JavaBeans, Servlet Programming, the Java Database Connectivity,
Remote Method Invocation, and Swing. Other major topics in this
course include Network Programming Serialization, Properties,
Security, the Collection Classes and architectures. The course
includes several laboratory assignments. Pre-requisite: CIS 232
CIS 340 Visual Basic
This course introduces students to Visual Basic program
development cycle: the visual programming steps and the code
programming steps. Emphasis will be on: 1. properties, controls,
objects, program building blocks, dialog boxes and graphic controls;
2. graphic methods, data formatting, and outputting; 3. file system
controls, general file access and array structures; 4. Object Linking
and Embedding (OLE) data control and Structured Query Language
(SQL); 5. Multiple Document Interface (MDI), Active X and Windows
Application Programming Interface (API) The course includes several
laboratory assignments. Pre-requisites: CIS 225, CIS 232, CIS 252,
and CIS 332
CIS 400 Database Management Systems
This course focuses on the investigation and application of database
concepts including database administration, database technology
and selection, and acquisition of database management systems
using the Oracle DBMS. Queries, joins and transaction processing
will be covered. Several laboratory projects will be assigned.
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CIS 401 CIS Internship
3 credits; 3 field work hours
This course provides the students with an opportunity to do a
supervised, practical on the job training in the students’ field of
interest: i.e., systems analysis and design or network systems
management. The fieldwork will be undertaken in selected business
concerns that use computer-based information systems.
CIS 403 Computer Networks
This course covers vital issues facing technical and business
professionals in network services. Data communication networks
will be discussed based on their geographical scope (LAN, MAN,
WAN) and Internetworking requirements. Installation, configuration,
system integration and management of networking technologies
will be covered in-depth. Topics will include SONET and its use in
data warehousing; ATM and the hope for unified voice-data video
and virtual LANS; the Internet; Cable TV; on demand programs and
home entertainment/information systems; bulletin boards; Customer
Management Solutions; and low-cost ISDN WANs. The course
includes several laboratory assignments. Pre-requisite: CIS 311
CIS 411 Advanced Systems Development and Implementation
This course covers the advanced study of the systems development
life cycle using both the traditional and the structured analysis and
design techniques. The emphasis is on strategies and techniques
involved in the design, installation, and implementation of computerbased information systems. Students will be required to design
computer-based information systems of moderate complexity.
Several laboratory projects will be assigned. Pre-requisite: CIS 311
CIS 413 Advanced Internet and Emerging Technologies
This course examines the Internet and its many advanced research
projects that are coming to fruition as well as the civilian adaptations
of several military and classified technologies. Topics discussed
will include the Internet: its origin and evolution, Internet research
tools, domain naming systems, electronic mail, the World Wide Web,
connecting to the Internet, TCP/IP layering, Intranets-common uses
and firewalls, Internet architecture, security and future developments.
In addition, students will learn the techniques for the design, layout
and authoring of Web pages. The use of HTML coding will be
emphasized. JavaScript and Java will also be used. Each student is
required to produce a publishable Web page that would be loaded
in the College’s server. The course includes several laboratory
assignments. Pre-requisites: CIS 211 and CIS 313
CIS 420 Database Concepts
This course focuses on the investigation and application of database
concepts including database administration, database technology
and selection, and acquisition of database management systems.
Various data models and physical aspects of databases on both
mainframes and microcomputers will be covered. Several laboratory
projects will be assigned. Pre-requisite: CIS 300
CIS 423 Distributed and Client/Server Computing
This course covers in broad terms distributed systems. Topics
discussed include distributed operating systems, distributed
databases, distributed data processing, landline distribution,
wireless distribution, client/server distributed computing model, and
peer-to-peer distributed computing model. Discussion on client/
server computing would include topics such as Rapid Application
Development (RAD) methodologies, transaction processing monitors,
management of client/server environment, software installation and
distribution, electronic mail architecture in CIS systems, vendor
issues, large system migration issues, interoperability, scalability,
network and security concerns. WWW as an extension of client/
server environment will also be discussed. The course includes
CIS 425 Special Topics in Information Technology
This course will cover critical and emerging issues in information
technology. The contents of the course will vary according to the
interests of the students and faculty. If the focus of the course is on
programming, the class hours would be increased to four.
Pre-requisites: CIS 300 and CIS 201 or Permission of chairperson
CIS 444 Applied Systems Development
This capstone course will enable the student to integrate the
knowledge and abilities acquired from the other computer-related and
non-computer-related courses in order to analyze, design, program,
test, implement, and complete a real life business and computerbased information system. A team approach will be used to develop
the systems utilizing, among other tools, project management
techniques. Students will be encouraged to develop systems that are
of practical utility to the College in particular and to the community in
general. The project could be an information system development or
an application software system development. This is a senior-year
course. Pre-requisites: Senior Status
CIS 500 Independent Study
do independent work in their major under the guidance of faculty.
There are no regular class meetings. Only seniors are eligible
to participate in the course, and permission of the departmental
chairperson must be obtained. A course of study plan (contract) must
be prepared jointly by the guiding faculty and the student. The plan
must be signed by the student, faculty, and Chairperson and filed
with the Registrar for the work to be accepted by the Department.
The maximum number of independent credits (either BUS 500 or CIS
500, or any other available in the College) allowable for each student
in the CIS program would be six (6). Pre-requisites: CIS 300 and CIS
301 and permission of chairperson
83
Chairperson:
Chinyere Emmanuel Egbe
718 270 5012 office
718 270 5181 fax
[email protected]
Office:
B-2015 F
Faculty:
Emmanuel Egbe, C. N. Ezuma
Kim Kiho, Veronica Udeogalanya
GENERAL INFORMATION
The mission of the Department of Economics and Finance is to
provide high-quality degree programs and service courses in
economics and finance that focus on teaching students current
theory and practice, conducting relevant, original research that
supports our teaching activities, and to serve our college and
community. The Department participates in the B.S. Degree in
Business and offers courses that enable students to specialize
in Economics or Finance or a combination that leads to a strong
preparation as a Financial Economist.
The Department of Economics and Finance offers students at
Medgar Evers College a course of study that is well grounded in
the body of economic and financial theories and practices that are
employed by businesses and governments. The department trains
students for a profession in economics and finance in business and
public organizations that require the capability of various economic
analyses; financial management; and for positions in the private
sector or in government, for work and study
leading to professional certification, and for graduate study. The
capstone course and our specialized workshops prepare students
for certificates, such as: Securities Licensing, Financial Analyst
Certifications, and Banking.
The goals of the departmental curriculum are to:
1. Train students in functional areas of financial analysis and
planning, investment analysis, and project evaluation;
2. Provide training and skills necessary for critical analysis and
interpretation of economic and financial problems facing business
entities; and
3. Prepare students for advanced studies in economics and finance.
ACADEMIC STANDARDS
Students in the Department of Economics and Finance are expected
to pass all economics and finance courses with a grade of “C” or
better. For graduation, a student must have an index of 2.0 in the
major.
ADVANCED STANDING
Students applying for advanced standing are required to meet the
general advanced standing requirements of the College. Required
and prerequisite courses taken elsewhere must be completed with
a grade of “C” or better by transfer students and by Medgar Evers
students who wish to receive credits toward their degree program.
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BS IN BUSINESS WITH EMPHASIS IN ECONOMICS OR FINANCE
By appropriate course selection and in consultation with an academic
adviser, students pursuing the Bachelor of Science in Business with
an emphasis in either Economics or Finance may choose courses to
emphasize a specific career interest.
In addition to the courses mandated in the business core, students
seeking a BS in Business must take an additional 24 credits electives
that are approved under advisement. Of those 24 credits, 18 of
which must be 300 and 400 level courses, and of those 18 credits, 12
must be 400 level courses.
Students may select 15 of the 24 credits for emphasis in either
Economics or Finance through advisement in any one of the
aforementioned areas. Of the remaining six (6) credits must be taken
in two (2) areas other than the area of chosen emphasis, including
Public Administration courses.
Economics Emphasis Electives
Course Number
Course Name
Credits
ECON 302Urban Economics3
ECON 303
Theory of Economic Development
3
ECON 307
Intermediate Microeconomics
3
ECON 309
Intermediate Macroeconomics
3
ECON 310Labor Economics3
ECON 311 Mathematical Economics
3
ECON 333
International Economics
3
ECON 350
Money & Banking
3
ECON 356
Business & Economic Statistics II
3
ECON 370 Managerial Economics
3
ECON 451Public Finance3
ECON 455
International Finance
3
ECON 474
Econometric Models
3
Finance Emphasis Electives
Course Number
Course Name
Credits
FIN 325Corporate Finance3
FIN 343Money & Banking3
FIN 352Investment Analysis3
FIN 456
Multinational Financial Management 3
ECON 350
Money & Banking
3
ECON 451Public Finance3
ECON 455
International Finance
3
COURSE DESCRIPTIONS
ECON 212 Introduction to Macroeconomics
Elementary macroeconomic analysis dealing with factors that
determine the general level of prices, production, employment,
income, and consumption in the economy as a whole, with special
reference to the United States and other market economies. Such
topics as inflation, recession, and public policies used to combat
them are studied. Problems of unemployment and economic
problems of the minority population will also be discussed.
Pre-requisites: MTH 136 or MTH 138 and ENGL 150
ECON 213 Introduction to Microeconomics
Elementary analysis of markets, market structures, consumer
demand, and market price determination. Other topics include
production and cost analysis, output and price determination by
firms, market failures, the of government intervention and regulations
and their impact on the functioning of markets. Applications to
poverty, international trade, and income distribution will be covered.
Pre-requisites: ECON 212 and MTH 141
ECON 302 Urban Economics
This course will analyze the problems of the urban economy with
emphasis on resource allocation, the delivery of services, and the
impact of national and regional policies on housing, transportation,
pollution, poverty, racism, and discrimination.
ECON 303 Theory of Economic Development
The theory of the economic development of national economics
and economic regions, implications for community (non-economic)
regional development, and characteristics of capitalist and socialist
development are explored. Pre-requisite: ECON 213
ECON 305 Labor Economics
An economic analysis of labor markets in theory and practice with
special emphasis on the manpower problems of minorities. Topics
such as minimum wage legislation, unemployment, and labor unions
will be covered. Pre-requisite: ECON 213
ECON 307 Intermediate Microeconomic Analysis
This course considers in depth the determination of prices
of commodities, and factors of production. The course also
discusses optimal resource allocation by firms, households, and
other microeconomic entities. Such topics as utility and output
maximization, cost minimization, market structures and government
regulations and their impact on economic decision-making are
studied. Pre-requisite: ECON 213
ECON 309 Intermediate Macroeconomic Analysis
Discussions of the theories of aggregate income and employment.
Emphasis is on the analysis of fiscal and monetary policies, and their
implications for the rate of growth, output, employment, and the price
level. Pre-requisite: ECON 213
ECON 311 Mathematical Economics
Mathematical principles from calculus are used as the principal
tool in the study of economic theory. Such topics as uni-variate
and multivariate differentiation, constrained and unconstrained
optimization, and integration, are applied to the study of consumer
utility functions, expenditure, cost and profit functions, market
supply and demand, market structures, macroeconomic equilibrium,
aggregate supply and demand, monetary theory, and balance of
payments. Pre-requisites: MTH 241 and ECON 213
ECON 316 Business and Economics Statistics I
An introduction to applications of the methods of statistical inference
and decision theory to the analysis of problems in economics,
finance, accounting, marketing, and management. Methodological
emphasis will be to show how the methods of summary descriptive
measures, sampling procedures, hypothesis testing, the design of
experiments, and elements of decision theory are applied to concepts
from business management, economics, and general administration.
Pre-requisites: ECON 213 and MTH 141
ECON 330 Global Trade and Political Economy
This course interdisciplinary and focuses on the interplay between
politics and economics. It will begin by discussing and explaining
classical areas of international areas trade, monetary and fiscal
policies, foreign direct investment (FDI) and economic development.
The course will then address how domestic and international political
dynamics affect trade policies both in the USA and foreign countries.
Notwithstanding political resistance to free trade economies, this
course will explain why countries still find trade essential. While
economic theory would lead us to believe that free trade is ideal, this
course will explain why there is resistance to free trade domestically
and around the world. The paradox of resistance to trade and its
essence will be illustrated and discussed by reference to far reaching
influences of bodies and organizations that facilitate trade, such
as Multinational Corporations, IMF, World Bank, the World Trade
organization (WTO) and regional cooperation agreements such as
NAFTA, ECOWAS, OECD, the European Union and others. The
role of organized labor and industry associations and other pressure
groups will be discussed in historical context.
Prerequisite: SSC 101 or ECON 212
85
ECON 333 International Economics
Introductory course in the analysis of international resource flows,
including commodities and factors of production. The topics
of interest include commercial policies, tariffs, transportation,
balance of payments, microeconomic implications of balance of
payments, exchange rates, multinational companies, and multilateral
international institutions. Pre-requisite: ECON 213
ECON 350 Money and Banking
This course covers the study of money, credit and banking in the
US economy covering the impact of money on interest rates, asset
prices, consumption, investment, and national income. Topics include
federal instruments for controlling money and economic activity;
the structure of the banking system; functions of money; the supply
and demand for money; and monetary reserves. Keynesian and
monetarist theories and policy recommendations are also studied.
ECON 356 Business and Economic Statistics II
It will cover additional topics on the applications of statistical
techniques in the analysis of business, economic, and other
administrative kinds of decision making. Topics of interest include
analysis of variance, X2 tests, quality control, extensions of simple
and multiple linear regression, and their applications to decision
analysis. Pre-requisite: ECON 316
ECON 370 Managerial Economics
This course will cover applications of the principles of micro
economics in managerial analysis and decision making. Topics
covered include the economic foundations of the firm, determination
of the value of the firm, analysis and estimation of demand, cost
analysis and estimation. Other topics are production functions,
pricing practices and output determination in different industrial
structures, cost-profit-volume analysis, optimization models, industrial
regulation, and capital budgeting. Pre-requisite: ECON 213
ECON 430 War on Drugs: History, Economics & Public Policy
In this course, students will study government policies to fight illicit
drugs. Specifically, the course uses the history, economics, and
politics of opium and cocaine to bring interdisciplinary studies to
the classroom. It will involve a comparative examination of many
aspects of historic and contemporary drug policies in the U.S. and
in other countries worldwide especially where usage and supply and
demand are concerned. This course will cover both how culture
affected the use of drugs and attitudes toward them and how it
serves as key to the changing intellectual, social, economic, and
political landscape worldwide. Pre-requisite: SSC 101
ECON 451 Public Finance
This course will present an analysis of the theory and practice of
public finance, including taxation, revenues, and expenditures, debt
management and public policies. Pre-requisite: ECON 213
86
ECON 455 International Finance
This course will present a study of the theories, mechanics, and
institutions of international finance. The role of the International
Monetary Fund, The World Bank, and The International Finance
Corporation in stabilizing and financing world trade are reviewed.
Pre-requisite: ECON 333 or BUS 301
ECON 474 Econometrics and Forecasting
This course studies applications of the methods of regression
analysis, and time series forecasting techniques in the estimation
of economic and decision-making parameters, and economic
forecasting. Emphasis will be on decision making applications such
as, cost estimation and forecasting of demand and supply, production
functions, and macroeconomic variables. Pre-requisite: ECON 316
ECON 498 Economics Seminar
This course will cover selected topics in economic analysis. This
course is designed to give students the opportunity to further explore
topics or subject areas in economic analysis. Students are expected
to complete applied problems, and complete simple research projects
and discuss contemporary economic and business problems.
Pre-requisite: ECON 316 or ECON 474
ECON 500 Independent Study
conduct research in an area of special interest. Usually, only senior
level students are admitted to this course. Pre-requisite: Permission
of chairperson
FIN 250 Introduction to Business Finance
An introduction to the principles and practices of financial analysis for
the management of the modern business firm. Particular emphasis
is placed on the conceptual foundations of financial decision making,
time value of money, analysis of financial statements, analysis of the
financial needs of the firm, acquisition and management of funds,
especially short term funds, and the elements of long term capital
management. Pre-requisites: ACCT 217 and ECON 212
FIN 325 Corporate Finance
An intermediate course in financial analysis for the management
of corporations. Emphasis will be on obtaining and managing long
term capital. Topics of interest include risk analysis, discounted cash
flow for capital budgeting, capital structures, and security valuation.
Computer based models for financial analysis will be introduced.
Pre-requisites: FIN 250 and ECON 316
FIN 343 Money and Capital Markets
This course studies the functions of financial institutions and markets
in the U.S. economy; the determination of interest rates, stock prices,
bond prices; how money and capital markets facilitate the conduct
of business in the free market economies. Topics include the role
of depository and other financial institutions in allocating funds
to households, business and government borrowers. Regulation
and deregulation of financial markets, the bond markets, the stock
market, commercial paper, and the role of investment bankers.
Pre-requisite: FIN 325
FIN 352 Investment Analysis
A study of the investment process, including the investment
markets, portfolio analysis and management, investment vehicles,
and regulations. Topics of interest will include financial statement
analysis, the economic environment, bond and stock valuation,
mutual funds, convertibles, risk analysis, and commodity markets.
Pre-requisite: FIN 325
FIN 456 Multinational Financial Management
A study of the process of corporate financial management in an
international environment. All the basic elements of corporate finance
are studied. The additional complexities arising from the international
business and economic environment are introduced to show how
they affect corporate financial decisions. Pre-requisites: FIN 325 and
ECON 333 or BUS 301
FIN 457 Banking Practices
This course will cover the operation of banking institutions,
particularly commercial bank practices, reserves, loan mechanics,
and the consideration of the investment policy, in addition to liquidity,
capital structure and stability. Pre-requisite: FIN 325
FIN 458 Financial Management
This is an integrative capstone course applying various tools of
analysis from finance, management, statistics and economics in
financial decision making and policy. Emphasis will be on integrating
the concepts and techniques from earlier courses in finance. Case
analysis will be the preponderant mode of instruction. However,
contemporary theories of financial management will be studied
concurrently. Pre-requisite: FIN 325
FIN 500 Independent Study
conduct research in a specific area of finance.
Pre-requisite: Department permission required, usually only senior
level students are admitted to the course.
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Chairperson:
Wallace Ford III
718 270 5167 office
[email protected]
Office:
B-2015 L
Faculty:
Zulema Blair, Byron Price, John Flateau,
Gregorio Mayers
GENERAL INFORMATION
The mission of the Department of Public Administration is to prepare
students to be highly trained and informed leaders and managers
in a rapidly changing society. Students receive in-depth training
in different areas of concentrations that allows them to be creative
thinkers, change-agents, and problem-solvers in order to serve more
efficiently in the government, non-profit, and corporate arenas. The
Department is committed to conducting a current, relevant, and
exciting course of study that trains students to:
1) Understand how public policy is developed and executed:
2) Develop structures that respond to managerial, political, legal, and
ethical concerns;
3) Successfully fill high quality professional management careers in
the public sector, nonprofit sector, local and international arenas
and governmental/community affairs units in private organizations;
4) Prepare students for graduate and professional studies.
We are only 1 out of 75 academic programs in the country to offer
an undergraduate degree in Public Administration. Our Department
offers a Bachelors of Science degree, an Associate of Science
degree, and a minor. Our concentrations in the Bachelor of Science
Program include:
1) Public Policy - Students in the Public Policy concentration are
trained to analyze, develop, and implement public policies that
address political, economic, and social needs.
2) Public Sector Management – This concentration prepares students
for managerial and leadership roles in government agencies at
each level of government.
3) Non-Profit Administration - This concentration prepares students
for managerial and leadership roles in this ever-expanding sector.
4) Urban Administration - This concentration is essential to students
considering careers in community development, local government,
and urban planning.
5) International Administration - Designed for students seeking
careers in foreign policy, the Foreign Service, international
organizations, or multinational enterprises, this concentration
is an ideal opportunity for individuals transitioning from domestic
employment to international employment.
6) Criminal Justice - This concentration prepares students to reach
beyond the current intellectual and cultural views of crime
prevention, the criminal law, imprisonment, recidivism, and
rehabilitation to deliver fresh ideas both in the US and abroad.
7) General - Students may complete courses in different areas
of concentration to develop a “generalist” perspective in public
administration.
88
Students take specified course work in the College Core, Department
Core, and concentration. Our public administration core curriculum is
an outgrowth of micro and macro economic theory, political science,
administrative law and management. All students are required
to complete Internships, and a Capstone Seminar in their senior
year. Students receive a great deal of peer/faculty support via our
Public Administration student club MECSPA and our Pre-law Society
Student Club for aspiring lawyers.
ACADEMIC STANDARDS
Students in the Department are expected to pass Public
Administration required Core courses with a grade of “C” or better.
For graduation, a student must have a minimum index of 2.0 in his/
her major.
Associate of Science (A.S.) Degree in Pulic Administration
The Associate of Science ( A.S) Degree in Public Administration
introduces students to fundamental concepts and philosophies in
public administration and liberal arts and prepares students for premanagerial entry level positions as well as continuing studies for
the B.S. degree in Public Administration. The A.S. Degree in Public
Administration requires completion of 60 credits.as follows:
A.S. - Public Administration
REVISED PROGRAM
FIXED/REQUIRED CORE
Course
Course Title
Credits
English Composition
ENGL 150
3
3
BIO 101
OR OR
PHS 101
(RECOMMENDED) 3
TOTAL
12
FLEXIBLE CORE
3
HIST 200
ART 100
3
MUS 100
SSC 101
3
Scientific World
BIO 211
3
TOTAL
18
MAJOR REQUIREMENTS
CIS 101
PA 103
Introduction to Public Administration PA 150 OR
Introduction to Criminal Law OR
PA 260
Constitutional Law
PA 211 NY State and Local Government
PA 225 Introduction to Public Policy
PA 285
Administration of Global Institutions
PA 290
Internship
TOTAL
ELECTIVES
Choose any 9 credits from below
CIS 211
FS 101
Freshman Seminar I
LAW 208
LIB 100
Library & Research Methods
PA Elective Any 100 or 200 level
GRAND TOTAL
3
3
3
3
3
3
3
21
9
3
1
3
2
3
60
Bachelor of Science (B.S.) Degree in Public Administration
The Bachelor of Science (B.S.) Degree in Public Administration
provides students with a strong combination of general knowledge
and preparation for graduate studies, careers in public service,
and positions in government, non-profit, community-based and
international organizations. The B.S. Degree in Public Administration
B.S. - Public Administration
REVISED PROGRAM
FIXED/REQUIRED CORE
Course
Course Title
Credits
English Composition
ENGL 150
3
MTH 115
3
BIO 101
Introduction to the Science of Biology OR OR
PHS 101
3
TOTAL
12
FLEXIBLE CORE
3
HIST 200
ART 100
3
MUS 100
SSC 101
3
Scientific World
BIO 211
3
TOTAL
18
COLLEGE OPTION
12
TOTAL
12
ACCT 217
Principles of Accounting
3
CIS 101
3
CIS 211
3
ECON 212
Macroeconomics
3
FS 101
Freshman Seminar I
1
LAW 208
3
LIB 100
Library & Research Methods
2
MTH 213
3
PA 103
Introduction to Public Administration 3
PA 150
Introduction to Criminal Law
OR
OR
PA 260
Constitutional Law
3
PA 200
Introduction to Non-Profit Administration
OR
OR
PA 215
Designing Local Programs/Proposal Writing
3
PA 205 Public Personnel Management
3
PA 211 NY State and Local Government
3
3
PA 285
Administration of Global Institutions
3
PA 290
Internship
3
PA 325
Fiscal Administration
3
PA 326
Ethics in Government
3
PA 390
Research Methods / Public Administrators
3
PA 395
Public Administration and
Disaster Management
3
PA 407
Comparative Public Administration
OR
OR
PA 486
Global Public Policy
3
PA 490
Internship (Capstone Course)
3
PA Elective Any 200, 300 or 400 level
3
Concentration 12 credits from list below
12
TOTAL
78
GRAND TOTAL
120
CONCENTRATIONS -12 credits
Criminal Justice Administration
Required for students pursuing careers in law enforcement
3
PA 150 Introduction to Criminal Law 3
PA 235 Criminal Justice & Its Processes 3
PA 250 Parole & Probation 3
PA 275 Community Policing 3
PA 365 Crime & Punishment In Urban America 3
PA 440 Judicial Processes & Court Systems 3
International Administration
PA 395 Public Administration & Disaster Management 3
PA 407 Comparative Public Administration 3
PA 450 Decision Making
3
PA 480 Globalization & Public Administration 3
PA 485 Seminar: International Admin. & diplomacy
3
PA 486 Global Public Policy 3
Non-Profit Administration
PA 330 Public Policy, Advocacy & Services
for the Aged
3
PA 335 Principles of Philanthropy, Fundraising &
Development
3
PA 340 Strategic Planning, Budgeting &
89
Project Management
3
PA 395 Public Administration and
Disaster Management
3
PA 450 Decision Making 3
PA 410 Administration Rules & Regulations 3
PA 413 Public Program Evaluation 3
Public Policy
PA 315 Case Studies in Public Policy Development
3
PA 330 Pub. Policy, Advocacy, & Services for the Aged 3
PA 405 Municipal Administration
3
PA 410 Administrative Rules & Regulations
3
PA 413 Public Program Evaluation
3
PA 415 Policymaking & The Public Interest
3
PA 486 Global Public Policy
3
PA 450 Decision Making
3
Urban Administration
PA 325 Fiscal Administration 3
PA 340 Strategic Planning, Budgeting and Project
Management
3
PA 350 Theories of Urban Administration 3
PA 365 Crime and Punishment in Urban America 3
PA 395 Public Administration
and Disaster Management
3
PA 405 New York City Administration 3
PA 410 Administration Rules and Requirements 3
PA 450 Decision Making 3
PA 413 Public Program Evaluation 3
For additional Major and Minor Requirements Details for B.S. in
Public Administration and Minor in Public Administration. See Chair
or Academic Advisor. Public Administration majors are required to
take Departmental specified courses within the College Core.
COURSE DESCRIPTIONS
PA 103 Introduction to Public Administration
This course is an introduction to theories, concepts and approaches
in Public Administration including basic ideas and techniques relevant
to administrative processes in public decision-making, personnel
systems, budget processes, and communication systems.
Pre-requisite: ENGL 150
PA 150 Introduction to Criminal Law
This course is specifically designed to provide students with a basic
understanding of criminal law and the criminal justice system. It will
include the history, theory, and practice of substantive criminal law
and the criminal justice system. It will include the legislative purpose
and responsibilities, the major elements of statutory offenses and
their application in the Criminal Justice Process.
Pre-requisite: PA 103 Co-requisite: ENGL 112
PA 200 Introduction to Non-Profit Administration
90
The purpose of this course is to provide students with an overview of
the organizational, personnel, budgetary and other related concepts
in the management of a non-profit entity. It will use a series of
textbook reading materials, audio/visual media, and case studies to
further enhance the students understanding and development into
effective public/non-profit managers. Pre-requisite: PA 103
Co-requisite: ENGL 112
PA 202 Government and Business
Business and Government are two of the most powerful entities in
society that share both a cooperative and competitive relationship.
This course will analyze the relationship between these entities, as
well as demonstrate how each is necessary for the advancement of
human progress. Beginning with the US Constitution, this course will
provide students with the foundation of democracy and capitalism.
It will illustrate how the marketplace finances public efforts and
how the government is used to protect and mobilize the interests
of businesses/consumers via regulations, contracts and money in
general. Finally, this course will illustrate how decision-making in
each sector is impacted by each other’s continued presence.
Prerequisite: PA 103
Pre/Co-requisites: ENGL 112
PA 205 Public Personnel Administration
This course will study nature and characteristics of government civil
service. It will also explore a broader analysis of the civil service law
and a clearer understanding of how human resource policies and
procedures contribute to the attainment of governmental objectives.
Accordingly, it will study routine practices of the civil service including
human resource strategic planning, position management, staffing,
performance evaluation management and maintenance of supportive
workplace relations. Pre-requisite: PA 103
Pre/Co-requisite: ENGL 112
PA 211 New York State and Local Government
This course is an introduction to state and local government in New
York. It will provide students with an understanding of the day-to-day
issues of local and state governmental units, nongovernmental
organizations, and administrations in New York. Students will gain
the knowledge background of the issues such as sanitation, public
safety, transportation, housing, and other matters that govern
the quality of life in New York State. They will be exposed to their
policies, processes, and the frameworks that structure the decision
making entities of this city and state. Pre-requisite: PA 103
PA 214 Organizational Theory in the Public Sector
This course is designed to provide students with the historical
development of organizations and how they function on a daily
basis. It will examine organizations in the public sector, non-profit,
and private sectors, and make important distinctions between
them. We will begin with the classical theories from Weber, Wilson,
Gulick, Simon, and more, and move on to the daily complexities
of organizational behavior. We will analyze what makes these
organizations distinctive amongst each other, but more importantly,
understand the different lenses and approaches that these
institutions are analyzed and studied from and how they have
evolved through different eras. We will cover important topics on
decision-making, division of labor, bureaucracy, leadership and
management, diversity, organizational learning and culture, and the
relationships between organizations and our environment. On that
note, we will be applying this course to the organizations that we
work in and interact with daily. Pre-requisite: PA 103
Co-Requisite: ENGL 112
PA 215 Designing Local Programs and Proposal Writing
The purpose of this class is to provide students with an overview
of the design of a local/urban social service program. It will identify
community needs, stakeholders, advocates, pros and cons to the
implementation of such programs. It will develop a workable grant
proposal to obtain funding for the program. It will cover the basics of
grant and proposal writing. Pre-requisite: PA 200, Co-requisite: ENGL
112
This course presents students with an overview of the policy-making
process beginning with Problem Identification and agenda-setting
and concluding with evaluation and revision or termination. The
course will describe and analyze the political environment of
policy-making in the United States. Emphasis will be placed on the
executive and legislative branches of government. Students will
be acquainted with the role of key agents of influence on official
policy makers such as: interest groups, political parties, the media,
and Think Tank Organizations. Topics will include welfare reforms,
immigration, environmental and foreign policy to name a few. Cutting
edge study approach will be used coupled with analysis of major
debates in print and electronic media. Pre-requisite: PA 150
PA 235 Criminal Justice and Its Processes
This course examines the application of relevant U.S. and State
Constitutional requirements and restrictions on the investigation
and prosecution of criminal offenses. Students will also examine the
Federal Rules of Procedure and New York Criminal Procedure Law in
order to gain an understanding of the standard operating procedures
of the criminal justice system.
Particular focus will be on the exclusionary rule and other process
remedies, the laws regarding arrest and speedy trial, general trial law
and processes, sentencing and appeals. Pre-requisites: PA 103 and
ENGL 112
PA 250 Community Supervision: Parole and Probation
This course provides students with an understanding of parole
and probation as they relate to public safety with an emphasis on
community supervision. It is designed to advance concepts of public
and personal safety as they influence larger community interests.
The course will assist students in comparing conventional practices,
determining their effectiveness and reviewing their success at
achieving measurable outcomes. Students will develop a working
understanding of public safety through the examination of the legal
authority, techniques and resources used by parole and probation to
maintain social control. They will compare various models of parole,
community supervision and probation in jurisdictions outside of New
York State. Students will be further challenged to complete group
projects that analyze and determine the best, most cost effective,
least restrictive means of protecting the public through the use of
community supervision. The course is designed to facilitate debate
about the purpose and role of community supervision, techniques of
accountability for monitoring goals and objectives and identification
of factors that support or mitigate against their fulfillment. The goal
of the course is to understand the factors that support effective
community supervision policies and protect public safety.
Pre-requisite: PA 235
PA 260 Constitutional Law and Civil Liberties
This course will examine constitutional law emphasizing civil rights
and individual liberties, and also their relation to the criminal justice
system. The method of teaching will include reading and discussing
U.S. Supreme Court decisions. Students will gain the ability to
analyze and apply policies derived from critical-analytic reasoning
over selected portions of the U.S. Constitution, the ability to
recognize important and relevant considerations involved in real-life
issues and situations dealing with civil liberties and civil rights, and
a working familiarity with key terms, clauses, cases, and historical
formations in Constitutional Law. Pre-requisite: PA 103, Pre/Corequisite: ENGL 112
PA 275 Community Policing
This course introduces students to the philosophy of community
policing with an emphasis on crime prevention techniques that “foster
cooperation and mutual respect” between the community and police.
It is designed to provide an understanding of the precursors of crime
and how residents in partnership with local law enforcement and
other stakeholders can work collaboratively to preserve public safety.
Furthermore, it will offer opportunities for students to compare crimefighting techniques in different cities and broaden their knowledge
and understanding of the ingredients of successful community
policing. Students will analyze problems that both citizens and law
enforcement officers confront in urban communities and devise
solutions based on the problem solving dimension of community
policing. Instructors will introduce students to a technique known
as “environmental criminology”, so that they will develop the kind of
analytical skills that will allow them to assess, evaluate and interpret
the conditions and circumstances under which crime occurs. In
the process, students will understand the importance and need
for a neighborhood-oriented approach that is culturally competent,
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ethnically sensitive and linguistically appropriate when policing
in urban communities. Lastly, Students will learn that obtaining
and preserving “public safety” is not merely the responsibility of
law enforcement but, instead, is achieved more so by the active
participation of community residents with shared values that reflect
respect for self, property, the law and their community.
PA 285 International Administration
This course examines the historical, institutional and theoretical
backgrounds of the contemporary United Nations and its related
agencies. This course will focus on the participation of selected
countries in the United Nations structure and operation with regard
to current international problems and issues. Topics include the
challenges faced by the United Nations and its related agencies such
as the International Labor Organization (ILO), Food and Agriculture
Organization (FAO), World Health Organization (WHO), and more.
The course will explore these agencies’ bureaucratic structures,
management styles and functions. Pre-requisite: PA 103
PA 295 Intergovernmental Relations
This course begins with a historical overview of federalism in the
United States, as well as a thorough analysis by the Framers’ intent
on the “balance of power” between state and federal government. It
examines the complex and interdependent relationships amongst
the various levels of government and also the relationships among
different groups (public, private, and nonprofit). It examines the
different funding patterns that exist to develop and implement public
programs as well as the service delivery of these programs. Prerequisite: PA 103 Pre/Co-requisite: ENGL 150
PA 300 Public Bureaucracy
This course will study the organization and operation of public
bureaucracies, with emphasis on the source of bureaucracy power,
implementation of public policies, and approaches to controlling the
bureaucracy. Examples of American bureaucratic structures and
procedures will be analyzed. Pre-requisite: PA 225 Pre/Co-requisite:
ENGL 150
PA 301 Education Policy
This course examines public policy decision-making in education
at the local, state, and national levels and its impact on educational
institutions, students, parents, and the community. It will analyze the
past and current educational policies in the context of positive and
negative effects of specific segments of the population, as well as
future or alternative educational/Institutional policies and practices
that support the achievement of diverse students. Students will not
only analyze intended consequences, but unintended consequences
as well, in the hopes of providing effective feedback to policy makers
and community representatives. This course will also analyze the
spillover effects that educational policies have for urban communities.
Prerequisite: PA 103 Pre/Co-requisite: ENGL 112
PA 304 e-Government
Based on the concept of Total Quality Management, e-Government
emphasizes the need to provide better quality services to its
citizens, businesses, and other governmental agencies. In this age
of globalization, it is important for individuals to have access to
information and to be included in the democratic process. Citizens
will be able to gain access to services that they would otherwise be
“locked out of” due to the redundancy of agency requirements. This
course seeks to provide students with the historical underpinnings
of e-government. Students will have the opportunity to survey
government services, programs, and agencies to see if the U.S. is
increasing its visions of democracy at all levels of government. It
seeks to introduce students to how technology and internet usage
are used to expand the services of government. It introduces the
administrative and policy issues related to managing information in
public and non-profit agencies and institutions. Pre-requisite: PA 300
PA 315 Case Study in Public Policy Development
This course is an introductory to the case study approach. Complex
policy issues will be identified discussed and analyzed with
relation to the chief Executive Office and the Legislative Branch.
Emphasis will be placed on how cutting edge issues are placed in
agenda setting; and the political strategies used to maneuver in the
bureaucratic systems. Topical issues such as welfare reform, national
security, terrorism, foreign affairs, immigration, global warming, and
transportation will be examined. Pre-requisite: PA 225
PA 320 Introduction to Discharge Planning
Public administrators in the field of criminal justice are consistently
faced with the task of assisting formerly incarcerated individuals with
reintegrating into society. Unfortunately, they consistently fall short
of this task and the individual, who is looking forward to reentry,
oftentimes fall behind. This course consists of a series of lectures,
work group exercises and life-skill presentations designed to support
the development of community reintegration plans for individuals
leaving prison.
It is designed to provide the public manager with necessary skills
and elements needed to construct such a plan and explores both the
theoretical and practical basis for it. It focuses on providing intensive
skills building and training to help students to not only understand the
parole discharge process, but to also understand the aspects that
bureaucratic agencies must overcome to put these plans in motion.
This course also helps to facilitate a greater appreciation of the role
played by nonprofit organizations in local and urban neighborhoods,
as part of the successful transition of large numbers of people exiting
the prison system into urban communities. It advocates for greater
inclusion of local communities in the community reintegration process
since the return of these large numbers of people will directly impact
their lives. Pre/Co-requisite: ENGL 150
PA 325 Fiscal Administration
92
This course analyzes procedures and methods past, present,
and prospective - used in the resource allocation process of
government. Topics covered includes: Budgeting Systems, The
Budgeting Process, Budgeting Reform, Approaches to Budgeting,
Budget Preparation, Budget Approval, Concepts Related to Fiscal
Administration, Government and the Economy, and the Changing
Functions of Budgeting. Pre-requisite: PA 300 Pre/Co-requisite:
ENGL 150
In this course, organizational problems of public agencies are
scrutinized. The planning, budgeting, project developments and
management practices are examined. Particular attention is given
to problems and their solutions that originate within their systems.
It provides systematic approach to government budget initiations,
to project planning, implementation, control and close out. Various
techniques and models for quantitative/qualitative risk assessment
and risk management is surveyed. Pre-requisite: PA 225
PA 326 Ethics in Government
This course will inquire into the ethics and values embedded in public
sector delivery. It will examine the historical traditions, ethical theories
and universal principles and values such as respect for others,
honesty, equality, fairness, laws and accountability upon which ethics
in Government has been established. The course will also examine
the ideals of ethics and values in its legal and social dimensions
and from the standpoint of both theoretical and applied ethics. It will
focus on developing and transmitting knowledge about ethical and
value dimensions that characterize the services on all levels in public
administration. It will consider ethical dilemmas in both the internal
and external environment of public service operation. Pre-requisite:
PA 300 Pre/Co-requisite: ENGL 150
PA 350 Theories of Urban Administration
This course is designed to examine the differing theories and
practices as to how urban governance, administration, and politics
operate. Students will study the critical issues concerning Urban
America and the approaches that decision makers and leaders have
taken. A great deal of attention will be given to urban social and
economic problems such as urban sprawl, racism, poverty, crime,
and national urban policy and the resources used in tackling these
issues. We will examine decision making over different time periods,
in its current state, and where it might go. We will also examine the
current state of revitalization and the enhancement of urban living.
PA 330 Public Policy, Advocacy, Systems Management, and
Administration in Services for the Aged
This course involves a study of systems management and
administrative theories as they relate to public and voluntary issues
which have an impact on the elderly. Legal rights, Social Security
Act, Medicare, will be explored to promote the development of
gerontology advocacy skills. The six (6) hours per week field
practicum with older persons will be provided a variety of community
settings. Pre-requisite: PA 225
PA 335 Principles of Philanthropy, Fundraising, and
Development
The purpose of this class is to provide students with the skills to
make a non-profit organization financially viable. Fundraising is the
most important component of any nonprofit organization and in order
to be effective leaders, our students need to be exposed to what
it takes to generate money for these organizations. We will take a
detailed look at the essential non-profit areas of fundraising and
philanthropy using YMCA and Big Brother/Big Sisters case study
information as well as internet and audio/visual information. This
course builds upon the concepts learned in PA 200 Introduction to
Non-Profit Management. Pre-requisites: PA 215 and PA 300
PA 340 Strategic Planning, Budgeting, and Project Management
PA 365 Crime and Punishment in Urban America
This course provides students with an urban based concentration
in the study of the causes and effects of the convergence of mass
incarceration, mass unemployment and mass disenfranchisement
in inner-city communities. Particular emphasis will be on the
perspective of urban communities most impacted by these
phenomena, with a focus on the structural impediments which
challenge the notion of re-entry (redefined as nu-entry) for thousands
of individuals each year. Central to the course will be the study
and examination of urban social trends that relate to increases and
decreases in crime during different periods. Further, the course
explores the impact of these phenomena on the large numbers
ofof men and women returning to urban neighborhoods from
incarceration. The course will be dedicated to discussing community
based problem solving approaches. The course adopts the position
of viewing our local community, region, country and world as a
laboratory for analyzing issues related to crime and punishment. It
uses a non-traditional approach to provide opportunities to explore
the myriad of problems inherent in the transfer of huge numbers of
people from incarceration back into society. Pre-requisite: PA 360
PA 390 Research Methodology for Public Administrators
93
This course is designed to provide students with a basic
understanding of research methodology and statistics. Students will
learn how to design a research project based on the critical issues
and problems within the field of Public Administration and beyond.
This course provides students with the critical research skills needed
to become effective public administrators. Students will also learn
to use the Statistical Processing Software (SPSS) to analyze data
in order to make managerial and policy decisions. This course will
use the common ideologies and perceptions that we approach in our
everyday lives. Hence, this course will teach students how to address
problems that affect the world. Pre-requisite: PA 214
Co-requisite: ENGL 150 and LIB 100
PA 395 Public Administration and Disaster Management
This Course aims at providing a broad understanding of the strategic
role and functions of the public administrative system in the context
of disasters. It will examine the bureaucratic arrangements of
disaster-related agencies and institutions, such as the Federal
Emergency Management Agency (FEMA) and the Caribbean
Disaster Emergency Response Agency (CDERA), to understand their
capacities to reasonably predict and aggressively respond to both
natural and human-associated disasters. The Course will engage in a
comparative study of the more well-known national disaster response
agencies in the disaster-prone regions of the world, at the same
time, will inquire into public administration best practices that have
emerged. Pre-requisite: PA 300
PA 405 Regional and Municipal Administration
Critical issues in the delivery of local and municipal services
such as police, fire, sanitation, health, hospital, and welfare are
examined in relation to community needs and competition for limited
resources. Traditional and alternative forms of local and metropolitan
administrative structure, planning, and financing are reviewed.
Regional administrator, authorities and other quasi-public models,
as vehicle to meet urban and local needs and how to mobilize and
conserve local municipal resources are studied resources.
PA 407 Comparative Public Administration
This course will study theories of comparative public administration,
methodological problems and practical concerns in comparing
different systems. Students can analyze major administrative
structures and institutions including resource, allocation and
utilization, machinery of coordination, and other related topics.
PA 410 Administrative Rules and Regulations
94
This course analyzes the authority and power of administrative
agencies’ adherence to law in the exercise of their administrative
discretion formal relationship between the legislature, government
executives and regulatory agencies. In addition, judicial review of
administrative agencies will be studied. It will also examine how
federal, state and municipal regulatory agencies issue rules and
regulations and how these decisions impact on goals and objectives
of administrative agencies and institutions. Pre-requisite: PA 360
PA 413 Public Program Evaluation
This is a capstone course which interprets program planning,
implementation and evaluation as integral elements for decision
making and program authorization. It will emphasize the nuts and
bolts of how to create an evaluation design and how to collect
and analyze information in a way that will result in low cost and
successful evaluations. Students will develop practical program
evaluation skills to be placed in handbook formats so that they can
use this information in applied research for conducting public policy
studies. Pre-requisite: PA 300
PA 415 Policy Making and the Public Interest
This course spans the related disciplines of the political and
the social sciences in an attempt to analyze and synthesize the
respective inputs of each in the public policy making process. Various
topologies are followed to provide students with the orientation to
both descriptive and prescriptive approaches to policy-making in the
public interest. Pre-requisite: PA 225
PA 440 Judicial Process and Court Systems
This course provides an exploration of the federal courts, state
judicial systems, the role of law and lawyers in society, the impact
of court and judicial systems on public policy, the decision-making
patterns of actors in judicial process, the politics and economics
of judicial process, the ideological orientations of the judiciary, the
procedures of pretrial, trial, hearings, and appeals. This course also
offers a well-grounded understanding of formal court structures and
practices. Students will learn how judicial decisions have a great
impact on society, not just in criminal and constitutional matters, but
in civil law and related areas of dispute resolution. The course is
not limited to the study of criminal or constitutional law. Civil law is
also studied because civil cases far outnumber criminal cases and
the impact on judicial process. Also, emerging trends in alternative
dispute resolution, mediation, arbitration, and neutral fact-finding are
studied. Pre-requisite: PA 365
PA 450 Decision Making in Government Agencies
This course will analyze descriptive and normative approaches to
decision-making processes resulting in modification of public agency
structure, formation of goals and objectives, procedures, and devices
for achieving same and for evaluating performance. Concepts of
leadership are studied with attention to leadership patterns, their
focus in the organization and the skills and abilities which they
require. Pre-requisites: PA 300 and Permission of the chairperson
PA 480 Public Administration and Globalization
This course seeks to explain the genesis, nature and scope of
globalization and its impact on public administration at the national
and international levels. It will examine the various definitions,
dimensions, and significance of the processes of globalization
on national sovereignty, subsequently examine the responses
of established bureaucracies to challenges brought about by
globalization. It will query the re-design of state bureaucracies, their
functions and styles in response to the fluidity of economic activities
across traditional state borders. It will explore how information
and technological innovations have deepened the globalization
process and, simultaneously, articulate how the public administrative
apparatus may be able to cope with the globalization phenomenon.
Pre-requisite: PA 300 or Permission of the chairperson
PA 486 Global Public Policy
This course explores the efficacy of global public policy. It provides
the students an opportunity to examine the emergence of a
network of public, private, nongovernmental, national, regional,
and international organizations that seek to provide an alternative
framework for the behavior of states, businesses, nongovernmental
and intergovernmental organizations throughout our world.
The course will consider the origin and nature of current global
transformation and its implication for public policy at the national
level. The course will analyze economic globalization and examine
the ramifications for national public policy as well as its impact on the
future of sovereignty. Pre-requisite: PA 225
PA 490 Public Administration Internship (Capstone Course)
3-6 credits; 3-6 class hours
This course provides the future practitioner with an educational
practice setting where he/she integrates all prior learning (knowledge,
skills, attitudes and behavior) into a future style for professional
practice. There is a seminar as well as field work component of
the program. The scope and format of the field work component is
semi-structured to provide sufficient flexibility in meeting the diverse
educational needs and professional interests of each student.
Students will have an opportunity to observe or participate in the
practical aspects of administrative activities when they select one of
several foci. Pre-requisite: Permission of the chairperson
School
of
Liberal Arts
and Education
97
School of Liberal Arts and Education
Interim Dean:
J.A. George Irish
718 270 4987 office
718 270 4828 fax
[email protected]
Office:
B-1032C
Interim Associate Dean: Sheilah Paul
718 270 4936 office
[email protected]
B-1007K
Departments and Chairpersons
Education: Donna M. Wright
718 270 4911 office
718 270 4828 fax
Office:
B-1007F
English:
Brenda Greene
718 270 4940
[email protected]
Office:
B-1015C
Foreign Languages:
Office:
Maria L. Ruiz
718 270 6247
[email protected]
B-2038H
Mass Communications, Creative & Performing
Arts & Speech:
Clinton Crawford
718 270 5140
[email protected]
Office:
B-1007P
Philosophy &
Religious Studies:
Gary Seay
718 270 5031
[email protected]
Office:
B-1007Q
Psychology:
Ethan Gologor
718 270 4852
[email protected]
Office:
B-1032G
Social & Behavioral
Sciences:
Owen Brown
718 270 5045
[email protected]
Office:
B-2032R
MISSION
The mission of the School of Liberal Arts and Education is to:
1. prepare students to achieve their academic and career goals;
2. immerse them within a learning community characterized by
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engagement with a rich and diverse liberal arts curriculum;
and,
3. cultivate scholarly excellence, cultural awareness and social
responsibility.
VISION
We envision a school that
1. is nationally recognized for excellence;
2. offers undergraduate and graduate degree programs that are
responsive to local and global change;
3. produces graduates who are effective world citizens and agents
for positive social change.
The mission of the School aligns with the College’s mission, and
commitment to the belief that an inclusive Liberal Arts education
is a necessary foundation for ongoing intellectual development,
professional studies, and effective service to the community.
PROGRAMS OF STUDY
The School of Liberal Arts and Education awards two Associate
of Arts degrees: one in Teacher Education and another in Liberal
Studies that features a wide range of emphases. Baccalaureate
degrees are offered in: Childhood Education, Childhood/Special
Education, Early Childhood Education/Special Education, English,
Psychology, Social Work, Religious Studies, and Liberal Studies.
The School of Liberal Arts and Education is unique in its ability to
cultivate and preserve the rich traditions on which Medgar Evers
College was founded. It brings diverse perspectives to the classroom
and crosses borders to bring voices traditionally at the margins of
scholarly discourse to the center. In addition, the School holds firm
to its commitment to bring a broad range of community voices to
the public domain. This approach to undergraduate preparation
enhances the process of organizing brilliance and challenging
students to become effective world citizens in a rapidly changing
global economic and technological environment.
The faculty of the School emphasizes in an inter-disciplinary fashion,
that equality and inclusiveness are pre-requisites to the achievement
of excellence. They recognize the importance of the correlation
between the liberal arts and education. Moreover, they effectively
bridge their relationships with students through an active exchange
and an ongoing process of curriculum development, assessment and
evaluation for the continuous improvement of instruction.
Education Department
Chairperson:
Office:
Donna M. Wright
718 270 4911 office
718 270 4828 fax
B-1007F
2.
Faculty:
Rosalina Diaz,Frances Lowden, Sheilah Paul,
Rupam Suran, Donna Akilah M. Marie Wright
GENERAL INFORMATION
The Education Department prepares candidates for teaching in
general or special education in diverse classrooms in urban settings:
The Department offers the following degrees
1. Bachelor of Arts in Childhood Education (Grades 1 to 6)
2. Bachelor of Arts in Special Education: Early Childhood
(Birth-Grade 2 General and Students with Developmental
Disabilities from Birth to Grades 2)
3. Bachelor of Arts in Special Education: Childhood
(Grades 1 to 6 General and Students with Disabilities
in Grades 1 to 6)
The Department also offers an Associate of Arts (A.A.) in
Teacher Education. This degree Program articulates into related
Baccalaureate degree programs at Medgar Evers College and
throughout The City University of New York.
NEW YORK STATE TEACHER CERTIFICATION
EXAMINATION (NYSTCE) PERFORMANCE
Eighty-three percent of the last group of Medgar Evers College
Teacher Education Program completers passed the NYSTCE
Liberal Arts & Sciences Test (LAST), 83% passed the Assessment
of Teaching Skills-Written (ATS-W), and 100% passed the Content
Specialty Test Multi-Subject.
The Department of Education at Medgar Evers College of The City
University of New York is accredited by the National Council for
Accreditation of Teacher Education (NCATE), www.ncate.org. This
accreditation covers initial teacher preparation programs at Medgar
Evers College. However, the accreditation does not include individual
education courses that the institution offers to P-12 educators for
professional development, relicensure, or other purposes.
The Department’s motto is “Educate to Liberate” and the Unit’s
mission is to prepare students to be change agents for classrooms,
schools and communities who “educate to liberate.”
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5.
6.
the uniqueness of each individual’s particular history and culture.
We see the home, school and community, and the interactions
among all of them, as the first settings where children share
experiences and learn about diversity and democracy.
Teachers must become change agents, committed to
transforming themselves, their schools and their communities.
We further believe that critical awareness and critical pedagogy,
as defined by Carter G. Woodson and Paulo Freire, are the
cornerstones of this transformation.
Students must be “culturally literate.” We believe that culture is a
complex set of relationships that express a people’s ideas,
beliefs and knowledge and that the representations of cultural
ideology in art, music, literature and philosophy are fluid and
ever changing as cultures interact with other cultures and with
changing historical times.
Students must develop a deeper understanding of themselves in
order to more fully interact with the array of nationalities and
cultures that they will encounter daily in their classrooms.
Through this knowledge, students will gain the pride in
themselves and their heritage that will enable them to better
understand and interact with others in a multicultural society.
Gaining knowledge is a complex and interactive process that
includes students learning how to learn and how to create a
learning environment.
Teachers must be scholars who not only effectively use
curriculum guides and published and commercial materials, but
who are also competent in researching new knowledge and
translating this knowledge into new teaching materials, lesson
and unit plans and projects appropriate for children.
MEC Education Department Standards
The Department envisions successful educators who teach in diverse
classrooms & schools in urban communities. Successful educators
will meet standards set by the specialized professional associations,
New York State Education Department, the National Council for
the Accreditation of Teacher Education and the following eight (8)
departmental standards:
1. Knowledge
2. Personal & Global Consciousness
3. Analytical Ability
4. Creativity
5. Professionalism
6. Collaboration
7. Effective Communication
8. Commitment & Care
MEC EDUCATION DEPARTMENT MISSION
STATEMENT/PHILOSOPHY
The Department is guided by a six-point philosophy.
1. Education must bring people together from diverse cultures who
are knowledgeable about their own cultural/historical
experiences and the experiences of the many cultures that
make up urban life. We wish to create shared experiences that
unite members of these diverse communities while respecting
99
ADMISSION TO PROGRAMS
Entrance to the Programs
In keeping with the Education Department’s conceptual framework,
the Department has implemented policies that ensure that its
candidates demonstrate the academic and professional skills and
competencies addressed in the New York State Teacher Certification
Exam (NYSTCE) as well as the intellectual acumen and academic
skills and proficiencies needed to meet the Department standards
successfully.
1 Minimum Overall Grade Point Average 2.7.
2. Candidates are required to take the Liberal Arts and Sciences
Test (ALST) part of the NYSTCE. This exam is used
diagnostically. Candidates take workshops to develop
test -taking skills.
3. All candidates are required to have an entrance
interview with faculty members of the Department. The purpose
of the interview is to assess the candidates’ knowledge, skills and
dispositions and to see if they can develop and progress within
the milieu of the Department.
4. All candidates are required to have a 2.0 “C” or better in Core
courses, a 3.0 “B” average in the English Core courses, a 2.7 “B-”
average in Math Core courses, and a 2.7 “B-” in Science Core
courses.
All applicants will receive written notification regarding their
acceptance to the Education Department B.A. programs in a timely
manner. Applicants not admitted will be notified of the reasons why
they were denied admission.
CONCENTRATIONS
Candidates in Baccalaureate programs are required to complete
a minimum of 27 credits in one of the following four concentration
areas: English, Mathematics, Science or Social Science or a
concentration in Psychology for candidates in the program leading to
certification in early childhood/special education.
ACADEMIC STANDARDS
Candidates in the Education Department are expected to pass all
courses in the College Core, in the selected concentration or dual
major, and in the Education Department with grades of “C” or better
and to maintain a cumulative Grade Point Average of 2.7 or better, as
well as a 2.7 average in Education courses in order to receive a
baccalaureate degree in Education.
Associate of Arts in Education
The A.A. Program includes MEC Core courses, Education courses
and Liberal Arts electives. The curriculum requires 60 credits and
articulates into related baccalaureate programs at Medgar Evers
College, other CUNY senior colleges and/or the CUNY B.A./B.S.
Programs. When possible, it is also recommended that courses
be taken during intersession and/or summer sessions. The A.A.
Degree in Teacher Education requires completion of 60 credits. The
60 credits of the program are distributed as follows:
100
A.A. - Teacher Education
REVISED PROGRAM
FIXED/REQUIRED CORE
Course
Course Title
Credits
English Composition
ENGL 150
3
MTH 115
3
BIO 101
OR
OR
PHS 101
3
TOTAL
12
FLEXIBLE CORE
3
HIST 200
ART 100
3
MUS 100
SSC 101
3
Scientific World
BIO 211
3
TOTAL
18
MAJOR REQUIREMENTS AND ELECTIVES
ENGL 209
Children’s Literature 3
FS 101
Freshmen Seminar I 1
FS 102
Freshmen Seminar II 1
MTH 231
Math for Teachers or
MTH 220 College Geometry 3
PSYC 101 Introduction to Psychology 3
GEOG 101 Regional Geography 3
HIST 201 African American History & Culture
3
EDUC 102 Introduction to the Learner 2
EDUC 501 EFE: Shadowing Professionals 0
EDUC 110 Health, Fitness & Safety for Teachers 1
EDUC 152 Introduction to Special Education 2
EDUC 502 EFE: Observing Learners 0
EDUC 231 Child Development 3
EDUC 503 EFE: EFE: Parents/Communities as School
Partners 0
EDUC 350 Computers in Education 2
EDUC 504 EFE: Technology in the Classroom 0
EDUC 355 Critical Issues in the History of Education 3
TOTAL
30
GRAND TOTAL
60
Students should see their A.A. Education Mentor early in their
Program to determine their concentration in lieu of the eleven (11)
credit Liberal Arts concentration on the A.A. in Teacher Education
Program Plan. For additional major requirement details for A.A.
Degree in Teacher Education. See Chair or Academic Advisor.
Bachelor of Arts in Childhood Education
The B.A. Program in Childhood Education provides course offerings
that emphasize the Liberal Arts, including a concentration in a
specific Liberal Arts area. Concentration options include English,
Mathematics, Science and Social Science. Candidates in this
program may pursue professional courses, field experiences, and
clinical practice placements to meet New York State academic
requirements for initial certification to teach at the childhood level
(Grades 1 to 6). The B.A. Degree in Childhood Education requires
distributed as follows
B.A. - Childhood Education
REVISED PROGRAM
FIXED/REQUIRED CORE
Course
Course Title
Credits
English Composition
ENGL 150
3
MTH 115
3
BIO 101
OR OR
PHS 101
3
TOTAL
12
FLEXIBLE CORE
3
HIST 200
ART 100
3
MUS 100
3
SSC 101
3
Scientific World
BIO 211
3
TOTAL
18
COLLEGE OPTION
(Education degree program specific waiver)
Foreign Language I
3
Foreign Language II 3
EDUC 231 Child Development 3
TOTAL
9
MAJOR REQUIREMENTS
EDUC 102 Introduction to the Learner
2
EDUC 110
Health, Fitness & Safety for Teachers
1
EDUC 152 Introduction to Special Education
2
EDUC 307
Foundations of Educational Psychology
3
EDUC 311 Teaching Reading I
3
EDUC 312
Reading Teaching II 3
EDUC 314 Teaching Elementary Social Studies or
2
EDUC 315 Teaching Elementary Mathematics 3
EDUC 317 Teaching Elementary Science 2
EDUC 340 Assessment in Education
3
EDUC 350
Computers in Education
2
EDUC 355 Critical Issues in the History of Education 3
EDUC 381
Methods & Materials for Teaching Children w/
Reading Disabilities
3
EDUC 457 Curriculum Design & Development 2
EDUC 481 Clinical Practice Seminar I
1
EDUC 482 Clinical Practice Seminar II 1
EDUC 491
Clinical Practice I 4
EDUC 492 Clinical Practice II 4
EDUC 494
NYSTCE PREP WORKSHOP:
Content Specialty
0
EDUC 496 Critical Reading/Writing Workshop 0
EDUC 498
ALST Workshop 0
EDUC 499 Education for All Students Workshop 0
EDUC 501
EFE: Shadowing Professionals 0
EDUC 502
EFE: Observing Learners 0
EDUC 503 EFE: Parents/Communities as
School Partners 0
EDUC 504 EFE: Technology in the Classroom 0
EDUC 505
EFE: Working with Individual Learners 0
EDUC 506 EFE: Working With Small Groups of Learners 0
EDUC 507 EFE: Curriculum Design & Development 0
EDUC 508
EFE: Assessment in Education 0
ENGL 209 Children’s Literature
3
FS 101
GEOG 101 Regional Geography
3
HIST 201 African American History & Culture
3
MTH 231 OR Math for Teachers OR
MTH 220 OR College Geometry (Math Concentration Only) OR More Advanced MATH courses
3
CONCENTRATION
21
TOTAL
81
GRAND TOTAL
120
“Students must complete 30 or more credits as part of an associate
program before admission to this program. As a result, only 9 College
Option credits are required. This program has a waiver to specify
courses students must take in the College Option.”
ENGLISH CONCENTRATION
Course # Course Title
Credits
Candidates must take all of the following courses:
ENGL 210
Intermediate Comp
3
ENGL 208
Applied Linguistics
3
ENGL 365
Introduction to Applied Theory
3
ENGL 322/323
American Literature I or II
3
ENGL 319/320
African American Literature I/II
3
ENGL325/327
Caribbean Literature I or II
3
Candidates must choose one (1) additional course from the following:
ENGL319
African American Literature I
3
ENGL320
African American Literature II
3
ENGL 315
British Literature I
3
ENGL 322
American Literature I
3
ENGL 323
American Literature Ii
3
ENGL 325
3
ENGL 326
African Literature
3
ENGL 327
Caribbean Literature II
3
ENGL 328
3
ENGL 330
Post Colonial Literature
3
ENGL 332
Modernist Literature
3
Medgar Evers College, CUNY . 101
ENGL 360
ENGL 361
ENGL 370
Black Women Writers
3
Shakespeare
3
Black & Asian British Literature
3
MATH CONCENTRATION
MTH 151
Pre Calculus
4
MTH 202
Calculus I
4
MTH 203
Calculus II
4
Candidates must select 3- 4 of the following courses for a total 12
credits:
MTH 204
Calculus III
4
MTH 205
Elementary Differential Equations 3
MTH 206
Introduction to Proof
4
MTH 207
Elementary Linear Algebra
3
MTH 209
4
MTH 308
Abstract Algebra
3
MTH 330
History of Mathematics
3
SCIENCE CONCENTRATION
BIO 201
General Biology
4
BIO 202
General Biology
4
CHM 112
Basic Chemistry
3
CHM 201
General Chemistry I
4
CHM 202
General Chemistry II
4
Candidates must select one (1) of the following options and take two
courses in either Option 1 or 2: Option 1
BIO 302
Genetics
4
BIO 340
Plant Science/Botany
4
BIO 373
Invertebrate Zoology
4
BIO 375
Chordate Morphology
4
BIO 376
Chordate Development
4
BIO 403
Microbiology
4
BIO 461
Molecular Biology
4
BIO 462
Microbial Physiology
4
BIO 481
Human Physiology
BIO 491
Cell Biology
3
Option 2
BIO 370
Principles of environmental Science
3
ENVS 203
Environmental Law
3
ENVS 400
Natural Resource and Conservation
3
ENVS 200
Environmental Health Issues
3
ENVS 301
Air, Water Pollution
3
ENVS 313
Waste Management
3
ENVS 405
Pollution Control and Prevention
3
SOCIAL SCIENCE CONCENTRATION
Candidates must take all of the following courses: POL 101
Introduction to Political Science
3
SSC 303
Statistics for the Social Sciences
3
SSC 304
Social Science Research Methods
3
Candidates must choose three (3) courses from the following:
HIST 230
Africa 1800
3
HIST 231
Africa Since 1800
3
HIST 242
History of the Caribbean
3
HIST 250
Medieval Europe
3
HIST 251
Modern Europe
3
HIST 260
The City In History
3
HIST 333
The Black Civil Rights Movement
3
102
HIST 340
Political & Social Movements in Africa
HIST 410
Comparative History of Slavery in America
Candidates must select 1 of the following courses:
POL 216
State and Local Government
POL 300
American Presidency
POL 336
Constitutional Law
3
3
3
3
3
Bachelor of Arts in Childhood and Early Childhood Special
Education
The B.A. Programs in Special Education are dual certification
programs that meet the academic requirements for New York State
initial certification. The two programs include: teaching students
at the childhood level and teaching students with special needs at
the early childhood level (Birth to Grade 2) and teaching students
at the childhood level and teaching students with special needs at
the childhood level (Grades 1 to 6). These programs provide course
offerings that emphasize the liberal arts, including a concentration
in English, Mathematics, Science or Social Studies. Candidates
preparing for certification at the early childhood special education
level have the option of completing a concentration in Psychology
instead of one of the aforementioned concentrations. The B.A.
in Special Education and Early Childhood Education requires
B.A. -Special Education and Early Childhood Education
REVISED PROGRAM
FIXED/REQUIRED CORE
Course
Course Title
Credits
English Composition
ENGL 150
3
MTH 115
3
BIO 101
OR OR
PHS 101
3
TOTAL
12
FLEXIBLE CORE
3
HIST 200
ART 100
3
MUS 100
SSC 101
3
Scientific World
BIO 211
3
TOTAL
18
COLLEGE OPTION
(Education degree program specific waiver)
EDUC 307
Foundations of Educational Psychology
3
EDUC 311
Teaching Reading I
3
PSYC 209
Developmental Psychology
OR
EDUC 231
Child Development 3
TOTAL
9
MAJOR REQUIREMENTS
EDUC 102
Introduction to the Learner
2
EDUC 110
Health, Fitness & Safety for Teachers
1
EDUC 152
Introduction to Special Education
2
EDUC 252
Early Intervention Needs of Infants & toddlers 2
EDUC 253 Assessment, Treatment & Services for Infants 3
EDUC 301
Principles of Early Childhood Education 2
EDUC 302
Curriculum & Instruction in Early Childhood 2
EDUC 310
Managing Students with Behavior Disorder 2
EDUC 312
Reading Teaching II 3
EDUC 315
Teaching Elementary Mathematics 3
EDUC 350
Computers in Education 2
EDUC 355 Critical Issues in the History of Education
3
EDUC 381
Methods & Materials for Teaching Children w/
Reading Disabilities 3
EDUC 481
Clinical Practice Seminar I
1
EDUC 482
Clinical Practice Seminar II 1
EDUC 491
Clinical Practice I 4
EDUC 492
Clinical Practice II 4
EDUC 494 NYSTCE PREP WORKSHOP:
Content Specialty
0
EDUC 495
NYSTCE PREP WORKSHOP:
Special Education 0
EDUC 496
Critical Reading/Writing Workshop 0
EDUC 498
ALST Workshop 0
EDUC 499 Education for All Students Workshop 0
EDUC 501
EFE: Shadowing Professionals 0
EDUC 502
EFE: Observing Learners 0
EDUC 503 EFE: Parents/Communities as
School Partners 0
EDUC 504
EFE: Technology in the Classroom 0
EDUC 505
EFE: Working with Individual Learners 0
EDUC 506
EFE: Working With Small Groups of Learners 0
EDUC 507
EFE: Curriculum Design & Development 0
EDUC 509
EFE: Assessment in Education II 0
ENGL 209
Children’s Literature
3
FS 101
GEOG 101 Regional Geography
3
HIST 201
African American History & Culture
3
MTH 231 OR
Math for Teachers OR
MTH 220 OR
College Geometry (Math Concentration Only) More Advanced MATH courses
3
Liberal Arts Concentration
25
TOTAL
81
GRAND TOTAL
120
“Students must complete 30 or more credits as part of an associate
program before admission to this program. As a result, only 9 College
Option credits are required. This program has a waiver to specify
courses students must take in the College Option.”
ENGLISH CONCENTRATION
Course # Course Title
Credits
Candidates must take all of the following courses
ENGL 210
Intermediate Comp
3
ENGL 208
Applied Linguistics
3
ENGL 365
Introduction to Applied Theory
3
ENGL 322/323
American Literature I or II
3
ENGL 319/320
African American Literature I/II
3
ENGL325/327
Caribbean Literature I or II
3
Candidates must choose one (1) additional course from the
following:
ENGL319
3
ENGL320
3
ENGL 315
3
ENGL 322
3
ENGL 323
American Literature Ii
3
ENGL 325
3
ENGL 326
African Literature
3
ENGL 327
3
ENGL 328
3
ENGL 330
Post Colonial Literature
3
ENGL 332
3
ENGL 360
Black Women Writers
3
ENGL 361
Shakespeare
3
ENGL 370
Black & Asian British Literature
3
MATH CONCENTRATION
MTH 151
Pre Calculus
4
MTH 202
Calculus I
4
MTH 203
Calculus II
4
Candidates must select 3- 4 of the following courses for a total 12
credits:
MTH 204
Calculus III
4
MTH 205
Elementary Differential Equations
3
MTH 206
Introduction to Proof
4
MTH 207
Elementary Linear Algebra
3
MTH 209
4
MTH 308
Abstract Algebra
3
MTH 330
History of Mathematics
3
PSYCHOLOGY CONCENTRATION
PSYC 213
Social Psychology
3
PSYC 215
Theories of Personality
3
PSYC 316
Psychological Statistics
3
PSYC 322
Experimental Psychology
4
Candidates must select 4 psychology electives chosen from among
the specialty areas. 400 level courses should be included.
PSYC 310
Human Development: Adolescence
3
PSYC 311
Human Development: Adulthood Aging
3
PSYC 224
Brain and Behavior
3
PSYC 305
Theories of Learning
3
PSYC 306
Introduction to Cognitive Psychology
3
PSYC 321
Sensation and Perception
3
PSYC 301
Abnormal Psychology
3
PSYC 320
Psychology of Intervention
3
PSYC 404
Psychology of Motivation
3
PSYC 405
Techniques of Psycho-therapy and Counseling 3
PSYC 406
Psychological Tests and Measurements
3
PSYC 420
Diagnosis, Assessment and Evaluation
3
PSYC 421
Sport Psychology
3
SCIENCE CONCENTRATION
BIO 201
General Biology
4
BIO 202
General Biology
4
CHM 112
Basic Chemistry
3
CHM 201
General Chemistry I
4
CHM 202
General Chemistry II
4
Candidates must select one (1) of the following options and take two
courses in either Option 1 or 2: Option 1
BIO 302
Genetics
4
BIO 340
Plant Science/Botany
4
BIO 373
Invertebrate Zoology
4
BIO 375
Chordate Morphology
4
BIO 376
Chordate Development
4
BIO 403
Microbiology
4
BIO 461
Molecular Biology
4
BIO 462
Microbial Physiology
4
BIO 481
Human Physiology
BIO 491
Cell Biology
3
Option 2
BIO 370
Principles of environmental Science
3
ENVS 203
Environmental Law
3
ENVS 400
Natural Resource and Conservation
3
ENVS 200
3
ENVS 301
Air, Water Pollution
3
ENVS 313
Waste Management
3
ENVS 405
3
SOCIAL SCIENCE CONCENTRATION
Candidates must take all of the following courses: POL 101
3
SSC 303
Statistics for the Social Sciences
3
SSC 304
Social Science Research Methods
3
Candidates must choose three (3) courses from the following:
HIST 230
Africa 1800
3
HIST 231
Africa Since 1800
3
HIST 242
History of the Caribbean
3
HIST 250
Medieval Europe
3
HIST 251
Modern Europe
3
HIST 260
The City In History
3
HIST 333
The Black Civil Rights Movement
3
HIST 340
Political & Social Movements in Africa
3
HIST 410
Comparative History of Slavery in America
3
Candidates must select 1 of the following courses:
POL 216
State and Local Government
3
POL 300
American Presidency
3
POL 336
Constitutional Law
3
EDUCATION DEPARTMENT MINOR
The Education Department offers a Minor in Early Childhood
Intervention, includes 12 credits of education courses at the 100, 200
and 300 level.
Courses
EDUC 102: Introduction to the World of the Learner
EDUC 501: Observing Teaching and Learning (Field Exp. Required)
EDUC 152: Introduction to Special Education (Co-Requisite
EDUC 502) or EDUC 203: Introduction to Developmental
Disabilities (Field Exp. Required)
EDUC 231: Child Development (Co-Requisite EDUC 503)
EDUC 301: Principles of Early Childhood (Field Exp. Required)
EDUC 252: Early Intervention (Field Exp. Required)
104
EDUC 253: Assessment of Infants and Toddlers with Special Needs
(Co-Requisite EDUC 509)
Candidates who complete Education Department baccalaureate
degree programs will receive institutional endorsement to apply
for New York State initial certification for teaching at the level of
their preparation. All applicants for teacher certification must be
recommended by a college or university with an approved program
of teacher preparation. To obtain initial required sections of the New
York State Teachers Certification Examination: Academic Literacy
Skills Test (ALST), edTPA and Educating All Children Test, and
Content Specialty Test (CST) Multi Subject. Candidates in the Early
Childhood and Childhood Special Education Programs are required
to take the Content Specialty Test (Students with Disabilities). In
addition, candidates must also meet New York State mandated
requirements for foreign language competency and for instruction on
child abuse and violence prevention by completing state approved
workshops.
APPROVAL FOR CLINICAL PRACTICE
Clinical Practice is the capstone experience of the teacher education
programs. It is a two-semester internship that involves teaching
assignments in State approved early childhood centers and/
or elementary schools under the direct supervision of New York
State certified teachers and Medgar Evers College Education
Department faculty. Through these experiences, candidates will have
opportunities to integrate previous learning and to develop additional
knowledge, skills and dispositions necessary to become effective,
standards-focused change agents who will inspire and challenge
students to excel. All workshops and exams must be taken prior to
graduation. Teacher certification and licensure are carried out by the
New York State Education Department. The public schools of New
York City have separate licensure procedures and requirements. At
both the state and city levels, certification requirements are subject
to change without notice. Thus, the information about certification
contained in this bulletin is the most up-to-date at press time but
may become obsolete after publication. It is the responsibility of
the candidate or graduate to consult periodically with the Education
Department mentors to keep informed about current certification
requirements.
Entrance to Clinical Practice
Candidates are re-evaluated upon application for entrance to clinical
practice to ensure that their GPA continues to meet the Department
requirements and that their fieldwork and education course work
continue to meet the Department’s standards. Application for Clinical
Practice should occur when applicants have completed between
70 and 90 credits.
To be admitted to Clinical Practice, candidates must have:
1. Been admitted to an Education Department baccalaureate
program by written application.
2. Completed at least ninety (90) credits and have taken the CST
multi-subject Test/NYSTCE and the CST/Students With
Disabilities Test.
3. Attained a cumulative Grade Point Average of at least 2.7 with
no grade less than “C” in MEC Core courses, Education courses
and courses in the concentration/dual major or their equivalents.
4.
5.
6.
7.
8
Earned at least six (6) credits in Science Core courses or
equivalents with an average of at least 2.7 and no grade below
“C”.
Earned at least six (6) credits in Mathematics Core courses or
equivalents with an average of at least 2.7 and no grade below
“C”.
Completed English 212 with a grade of B or better; if grade is
less than B, English 212 can be retaken. Achieving a “B” or
better in a different 300 Level English Literature Course may
replace the original grade in English 212.
Completed eight (8) credits in the teaching of reading: EDUC
311, 312, and 381.
Earned three (3) credits in the Teaching of Math and three (3)
credits in one other methods course.
Based on a written application and portfolio assessment, candidates
who meet all of these requirements will receive a letter of acceptance
to Clinical Practice.
School of Liberal Arts and Education Core and Program
Requirements
For information on the School of Liberal Arts and Education core and
program requirements, please visit the College website.
COURSE DESCRIPTIONS
EDUC 100 Parent/Teacher-Child Interaction
This course is designed to create an awareness of parental
involvement in education informally and formally throughout the 19th
and 20th century. Briefly, the course will cover the history of parental
involvement in the United States and examine structured parent
programs. The course will also explore effective techniques and
approaches utilized by parents to support their children in school.
The course is open to teachers and parents. Pre/Co-requisite: ENGL
112
EDUC 102 Introduction to the World of the Learner
This introductory course explores the many institutions that make
an impact on the child’s total development. Prospective teachers will
examine how social institutions such as the home, school, church,
community, media, and technology affect the child’s learning. The
concept of the self and other personality characteristics that affect
the interaction between children and adults will be examined.
These courses take an inclusive approach to educating students
with special abilities. Diversity will be explored through pluralistic
lenses affording students the opportunity to make cross-cultural
connections. Technology will be examined as a tool to better
inform students’ future teaching and learning in urban settings.
Classroom management strategies will be explored. Supervised field
experiences are a major component of this course. Pre-requisite:
Students must have 24-30 credits in the Liberal Arts Core courses
prior to registering for this course. Exemptions considered with
permission of the Chair./Co-requisite: EDUC 501
EDUC 103 School Community Relations
This course is designed to help a prospective teacher develop
awareness and understanding of the community in which he/she
teaches. It focuses on the involvement of the community in the
educational process. The areas of concentration are comprised of
pupil-community involvement, parent-pupil relationships, and parentteacher relationships offered periodically. Pre-requisite: None
EDUC 110 Health, Safety Fitness for Teachers
This course will provide prospective teachers with the necessary
knowledge and skills to establish and maintain personal health and
fitness, to create and maintain safe and healthy home and classroom
environments, and use their knowledge of personal and community
health issues to effectively manage their resources and to advocate
for healthy children, families and communities. This course will
consist of a series of seven two-hour workshops on the following
issues of health and safety:
1. nutrition;
2. exercise and physical fitness;
3. sexuality, health and hygiene;
4. prevention and risk education strategies to promote safety at home
and in the classroom, including prevention of child abduction;
5. identification and reporting of suspected child abuse and
maltreatment;
6. fire and arson prevention, and
7. the impact of alcohol, and substance abuse on personal health
and families.
EDUC 152 Introduction to Special Education
The purpose of this course is to introduce the student to the field
of special education and the needs of exceptional children and
youth who are gifted or have impairments that affect intellectual,
physical, emotional or sensory abilities. The student will develop an
understanding of the developmental and learning characteristics of
exceptional children and youth and learn about various educational
services that have been found to be effective in enabling exceptional
children and youth to meet their potential. Pre-requisite: Students
must have 24-30 credits in the Liberal Arts Core courses prior to
registering for this course. Exemptions considered with permission
of the Chair/Co-requisite: EDUC 502
EDUC 200 History and Foundations of Bilingual General and
Bilingual Special Education
This introductory course provides an historical overview of major
areas integral to bilingual general education and bilingual special
education students and programs. Review of the history and major
development of the program in the United States will be presented.
Legal, cultural, linguistic, programmatic, advocacy and assessment
issues will be reviewed. Theoretical readings will be matched with
practical, field-based classroom visits and interviews with teachers
and parents. Pre-requisite: ENGL 150
EDUC 203 Introduction to Developmental Disabilities (formerly
EDUC 153)
This course is designed to provide students with a survey of the
various developmental disabilities. The behavioral characteristics;
educational and vocational needs; and adaptive skills of persons
diagnosed as developmentally disabled will be emphasized. The
course will address the medical, developmental, psychosocial issues
affecting individuals with developmental disabilities. Diagnostic and
assessment methods will be discussed. The course will address
the application of instructional technologies in the education and
treatment of persons with developmental disabilities and methods for
including them in all facets of the community. This course includes a
supervised field placement. Pre-requisite: EDUC 203 and ENGL 150
and Admission to BA Program at the Professional level or permission
of the chairperson.
EDUC 231 Child Development
This course examines the physical, social, intellectual and emotional
aspects of child development, the interrelationships among them,
and their influence on the child’s learning experiences from birth to
adolescence. The prospective teacher will develop awareness of
developmental norms, individual differences and an understanding
of approaches to working with all children in order to enhance their
school success. Pre-requisites: Students must have 24-30 credits
in the Liberal Arts Core courses prior to registering for this course.
Exemptions considered with permission of the Chair/
Co-requisite: EDUC 503
EDUC 252 Principles of Early Intervention: Needs of Infants,
Toddlers and Children with Developmental Disabilities
This course is designed to facilitate students’ acquisition and
demonstration of knowledge and skills about special needs of
toddlers, infants and children birth to seven years of age with special
needs. The course will explore cognitive, language and neuro-motor
development; and related medical and psychosocial issues. Students
will learn various strategies for including infants and toddlers with
special needs in regular settings and the uses of instructional
technologies and devices. Students will practice developing IFSPs/
IEPs and related instructional goals and activities. Family-centered
intervention and collaboration and the roles and responsibilities of
professionals will be examined. This course includes a supervised
field placement. Pre-requisite: EDUC 152 Pre/Co-requisite: ENGL
112
EDUC 253 Assessment, Treatment and Services for Infants,
Toddlers and Children with Developmental Disabilities
This course is designed to help students critically examine the
purposes, practices, policies, problems, and trends in assessing
children birth to seven years of age who are suspected of a having
a developmental delay or are at risk for delay. Students will examine
and familiarize themselves with a variety of assessment instruments
and techniques. Strategies for conducting family-centered and transdisciplinary assessments in natural environments will be explored.
106
Students will analyze the relationship of assessment to the: cultural
and familial context of the child; theories of teaching and learning;
and instructional planning. Students will practice developing
IFSPs/IEPs and instructional goals and activities. The course
emphasizes the importance of and strategies for including children
with special needs in regular education settings and the uses of
instructional technologies in teaching. The roles and responsibilities
of assessment and service professionals will be emphasized. The
course includes a supervised field experience. Pre-requisite:
EDUC 252 Pre/Co-requisite: EDUC 509
EDUC 301 Principles of Early Childhood Education
The course content gives a comprehensive view of the total field
of early childhood education. Theories of child development are
reviewed as a basis for examining early childhood principles,
practices and programs. This course emphasizes the child’s
development of concepts, relationships, and positive attitudes
toward self and achievement. This course covers the sociological,
philosophical, and historical roles of education in the lives of young
children from ages 0-8 in classrooms. Ways of fostering effective
relationships and interactions to support growth and learning among
varying communities will be examined. The parent as first teacher
and the home-school continuum will be explored. An inclusion
approach to educating students with special needs in diverse,
pluralistic learning communities will be explored. Technology will
be used as a tool to design strategies to engage students in self
reflection and learning. Supervised field experiences are a required
component of this course. Pre-requisite: ENGL 150
EDUC 302 Curriculum and Instruction in Early Childhood
Education
This methods course explores curriculum theory, resources and
recent innovations in early childhood education in urban settings.
Strategies to motivate and resolve conflicts will be examined.
Inclusive approaches for children with special abilities, diverse
populations and technological advances will be explored providing
the best practice in the field. Students will develop, design and
implement age appropriate curriculum. Supervised field experiences
are a major component of this course. Pre-requisite: Admission to the
BA Program; Co-requisite:EDUC 507, EDUC 481, EDUC 491
EDUC 307 Foundations of Educational Psychology
This course presents the essentials of educational psychology
applicable to teaching and learning situations. Topics for practical
application in the classroom are background, development, learning,
motivation, evaluation, and individual differences and adjustments.
Pre-requisites: Admission to BA Program, ENGL 150 and
PSYC 101 and EDUC 231
EDUC 308 Foundations of Educational Psychology: Middle
Childhood
This course examines theories of learning processes, motivation,
communication and classroom management, and the application of
those theories and understandings in middle childhood classrooms
to stimulate and sustain diverse students’ interest, cooperation
and achievement to each student’s highest level of learning in
preparation for productive work, continuing growth and citizenship in
a democracy. Pre-requisite: None
EDUC 310 Students with Behavior Disorders
This course is designed for prospective teachers of children and
youth with behavior disorders and for teachers who encounter
children with these disabilities. The course will critically examine
the premises and issues regarding the education of emotionally
troubled children. It will present and explore teaching techniques that
respond to the needs of children and youth with behavior disorders.
This course takes an inclusive approach in responding to the needs
of students with exceptional behavior. Attention will be given to
strategies and techniques that provide successful experiences for
these students in inclusive classroom settings. All students will be
required to demonstrate computer/technology skills in completing
assignments. This course includes a supervised field experience.
Pre-requisites: Admission into the BA Program, EDUC 152 and
EDUC 307
EDUC 311 Teaching Elementary Reading I
EDUC 311 is designed to introduce students to reading theories
as they apply to elementary classrooms from pre-K to grades 4-6.
Students will study and critique various approaches to the teaching
of reading, from direct phonics instruction to whole language, in
order to develop their own balanced approaches to the teaching
and learningof reading. Methods and materials for teaching and
learning reading, current issues and recent developments in the
field will be stressed. Demonstrations and applications of strategies,
such as Interactive Reading and Teaching Phonics in Context, will
provide practical experiences for students in the course. Students
will be required to conduct three classroom observations where
they will reflect critically on the connections between the observed
phenomena and what they are learning in the course. Students will
develop and draft a Statement of Philosophy for the Teaching and
Learning of Reading.
Pre-requisite: Admission into the BA Program
Co-requisite: EDUC 315 Pre/Co-requisite: EDUC 505
EDUC 314 Teaching Elementary Social Studies
Students will examine national and state standards, curriculum
development, instructional planning, assessment and multiple
research-validated instructional strategies for teaching social studies
to elementary school pupils within the full range of abilities. Students
will demonstrate skills in accommodating various learning styles,
perspectives and individual differences to enhance the learning of
all pupils. The urban community, including its residents and cultural
institutions, will be examined as an educational resource for teaching
history, geography, economics, government, citizenship, culture and
social interaction in a diverse society. The relationships between
effective instructional planning, pupil engagement in learning and
classroom management will be examined. Use of technology for
instruction and administrative purposes will be addressed. Students
will use and review software and online educational resources
and use electronic mail to communicate with the instructor and for
submitting some assignments. This course requires a supervised
field placement. Pre-requisite: Admission into the BA Program
EDUC 315 Teaching Elementary Mathematics
This course is designed to explore topics in mathematics for
children from birth through sixth grade. Prospective teachers
will study and experience a constructivist approach to teaching
mathematics. Methods for establishing mathematical concepts and
guiding students into mastering the Associated skills algorithms
and applications through problem solving and reasoning will be
established. The course will focus on developing an active studentcentered approach to teaching and learning mathematics. Methods
of assessing individual teaching practices and student learning
for use in curriculum development and instructional planning will
be emphasized. This course includes a required field experience
component in an early childhood or elementary classroom. Topics
that affect the way we teach and learn will be addressed within
the context of the impact of classroom interaction. Issues of
gender, ethnicity, special needs and classroom management will
be incorporated in an on-going discussion of understanding the
learner. New York State Curriculum Standards and New York City
Performance Standards will provide the basis for curriculum, lesson
planning, and assessment. This course requires a supervised field
placement. Students will observe mathematics classes in local
elementary schools and will participate in tutoring activities to create
a forum for examining theory. Pre-requisite: Admission into the BA
Program Co-requisite: EDUC 311 Pre/Co-requisite: EDUC 505
EDUC 312 Teaching Elementary Reading II
This course builds on the knowledge acquired in EDUC 311
and is designed to develop the student’s mastery of variety of
approaches to the teaching of reading. Language arts and literature
are integrated throughout the program. Field based experiences
emphasize assessment of children’s reading skills by Education
312 students and the use of instructional methods and materials
designed to meet the needs of children. Supervised field experiences
and 3 formal classroom field observations are a required component
of this course. Co-requisite: EDUC 505
EDUC 317 Teaching Elementary Science
This course is designed to explore topics in science for children
from birth through sixth grade. Prospective teachers will study and
experience various approaches to teaching science. Methods for
establishing science concepts and guiding students in methods of
scientific inquiry through experimentation and problem solving will be
established. The course will focus on developing an active studentcentered approach to teaching and learning science. Methods
of assessing individual teaching practices and student learning
for use in curriculum development and instructional planning will
be emphasized. This course includes a required field experience
component in an early childhood or elementary classroom. Topics
that affect the way we teach and learn will be addressed within
the context of the impact of classroom interaction. Issues of
gender, ethnicity, special needs and classroom management will
be incorporated in an on-going discussion of understanding the
learner. New York State Curriculum Standards and New York City
Performance Standards will provide the basis for curriculum, lesson
planning and assessment. This course requires a supervised field
placement. Students will observe science classes in local elementary
schools and will participate in tutoring activities to create a forum for
examining theory and practice. Co-requisites: EDUC 312 and 381
and 506 Pre/Co-requisite: EDUC 311
EDUC 340 Assessment in Education
This course is designed to help students critically examine the
purposes, practices, policies, and problems of assessment in
education. Assessment will be examined as an inclusive process,
which includes, but is not limited to, observation, anecdotal notes,
testing, pupil portfolios, authentic problem solving, and conferring
with other stakeholders in pupils’ development.
Students will analyze the relationship of assessment to theories of
teaching and learning, curriculum development and performance
standards, accountability and policies, instructional planning and
delivery, action research, and reflective practice. Students will also
examine modes of assessment, including the use of technology in
developing, administering and scoring assessment instruments and
reporting results of assessment. Students will analyze the effects of
assessment practices and policies on pupils, respecting the universal
and individual characteristics of development, including issues
related to culture,language, race, gender, class, and disabilities.
Students will also demonstrate knowledge and skills in the following
areas: history of educational testing and measurements, item
analysis and interpretations of test scores (including but not limited
to statistical analyses), purposes and limits of testing in assessment,
and developing and using formal and informal assessment practices
for educational decision-making and self-assessment. Pre-requisites:
EDUC 231 and PSYC 101 Co-requisite: EDUC 508
108
EDUC 350 Computers in Education
2 credits, 3 hours
This survey course is designed to prepare pre-service teachers to
integrate computer technology into classroom curriculum. Students
will design computer-mediated lessons and projects that will reflect
the knowledge, skills and attitudes necessary to effectively use
computers in teaching. They will learn to access electronic resources
and effectively incorporate them into the academic curriculum.
Methods of evaluating instructional hardware, software, and
interactive technology will be examined. Current technology use will
be observed in local schools to provide a forum for examining theory
and practice. Topics that affect the way we teach and learn will be
addresses within the context of child and adolescent development
and classroom interaction. Issues of gender, ethnicity, special needs
and classroom management will be incorporated in an on-going
discussion of understanding the learner. New York State Curriculum
Standards and New York City Performance Standards will provide
the basis for curriculum, lesson planning and assessment. This
course requires a supervised field placement.
Pre-requisites: Students must have 24-30 credits in the Liberal
Arts Core courses prior to registering for this course. Exemptions
considered with permission of the Chair /Co-requisite: EDUC 504
EDUC 353 Structuring the Multi-Cultural Classroom for
Academic Success
3 credits, 3 hours
This introductory course utilizes various multi-cultural educational
settings to expose the teacher-in-training to children and youth
from other cultures. For example, students will visit neighborhoods
in Chinatown, Brighton Beach, Spanish Harlem, Central Brooklyn,
Flatbush and Bay Ridge, and they will observe the dress, stores,
foods, etc., of the people that make up the community. They will then
move into the schools and observe classroom interactions and the
curricula. The purpose is to discover how cultural diversity is reflected
and addressed in the school environment. Pre-requisites: PSYC 101
EDUC 355 Critical Issues in the History of Education
This course examines the centrality of race, class, ethnicity and
gender in defining the American educational experience. The class
will examine four historical periods: Colonial America, the 1840’s and
the Common School Movement, Reconstruction and the Progressive
Era. Current issues like community control, tracking, religion and
education, racial and sexual harassment, integration and equitable
funding of schools will be examined in terms of their roots in these
historical periods and in terms of their relationship to issues of
race, ethnicity, gender and class. Students will become familiar
withhistorical research methodology as they examine and analyze
particular issues in the history of education. Pre/Co-requisite:
ENGL 150
EDUC 381 Methods and Materials for Teaching Children with
Reading Disabilities
This course will study a variety of disorders in which there is reading
retardation or deficiency. It will include organization of activities and
materials, selection of equipment, use of medical and guidance
services, counseling of parents and case conferences, field
observations, and demonstrations of selected methods, practices
in planning remedial instructional programs for classes, hospitals,
day care centers, institutions, community agencies and home bound
instructional settings. Pre-requisites: Admission into BA Program and
EDUC 311 Co-requisite: EDUC 312 and EDUC 506
EDUC 457 Research Seminar
This course will focus on analyzing curriculum and conceptualizing
and designing curriculum for children in grades 1 through 6.
Candidates will use classroom observation techniques to analyze
curriculum content, structures, and schedules in classrooms.
Candidates will align New York City, New York State, and content
professional organization standards for learning with curriculum
design goals. The observations coupled with a working knowledge
of curriculum/content standards will serve as the basis for
understanding new approaches to curriculum design, content and
structures, particularly the integration of curriculum content through
themes, issues, and/or disciplines. Candidates will conceptualize,
design, and develop thematic units that reflect content learning
standards, supported by a theoretical rationale serving as a
framework for creating lesson plans and student plan for one-week
integrated curriculum unit. Pre-requisite: Entrance to the BA Program
professional level. Co-requisite(s): EDUC 481, EDUC 491, EDUC
507
EDUC 481 Clinical Practice Seminar I
This seminar provides the setting for the analytical exploration of
experiences acquired in the EDUC 491 senior level student teaching.
In the seminar, students will discuss their classroom experiences,
their teaching roles and responsibilities, problems of teaching
methodology and planning, classroom management problems,
challenge of implementing inclusion and integrating technology, etc.
Pre-requisite: Formal Acceptance into clinical practice; EDUC 312,
EDUC 381, EDUC 301, EDUC 314 or EDUC 317, EDUC 506/ Corequisites: EDUC 491;EDUC 507; EDUC 302 or EDUC 457)
EDUC 482 Clinical Practice Seminar II
The second seminar provides the setting for the analytical exploration
of experiences acquired in the EDUC 491 senior level student
teaching. In the seminar, students will discuss their classroom
experiences, their teaching roles and responsibilities, problems
of teaching methodology and planning, classroom management
problems, challenges of implementing inclusion and integrating
technology, etc. Pre-requisites: EDUC 457 or EDUC 302; EDUC 481;
EDUC 491; EDUC 507 (with a grade of C or higher) /Co-requisite:
EDUC 491; EDUC 507; EDUC 302 or EDUC 457
EDUC 491 Clinical Practice I
This is the first course in a two-semester sequence that involves an
intensive field-based teaching assignment for senior level students.
Based upon the certification area participants will be involved in an
internship for two semesters in an appropriate cooperating school
setting. An additional internship setting will be required for students
seeking certification in more than one area:
1. Early Childhood - 3 Areas: Pre-kindergarten, Kindergarten, and
Grades 1 to 2
2. Childhood - 2 Areas:
Grades 1 to 3 and Grades 4 to 6
Special education majors will intern in a regular elementary
classroom for one semester; the other term, they will intern in a
special education classroom. Interns will be involved in a variety
of experiences to enhance computer and technology literacy, an
understanding of students with multicultural backgrounds, and the
development of skills to address diverse student needs, including the
exceptional learner and those with developmental disabilities. The
internship will consist of on site supervision for 3 full days each
semester. Pre-requisite: Permission of Chairperson/Co-requisites:
EDUC 491; EDUC 507; EDUC 302 or EDUC 457)
EDUC 492 Clinical Practice II
This is the second course in a two-semester sequence that involves
an intensive field-based teaching assignment for senior level
students. Based upon the certification area participants will be
involved in an internship for two - three semesters in an appropriate
cooperating school setting. An additional internship setting will be
required for students seeking certification in more than one area.
1. Early Childhood -3 Areas:
Pre-kindergarten, Kindergarten, Grades 1-2
2. Childhood - 2 Areas:
Grades 1-3, 4-6
3. Middle Childhood - 2 Areas:
Grades 5-6, 7-9
Special education majors will intern in a regular elementary
classroom for one semester, the other term, they will intern in a
special education classroom. Interns will be involved in a variety
of experiences to enhance computer and technology literacy,
to promote an understanding of students with multicultural
backgrounds, and development of skills to address diverse
student needs, including the exceptional learner and those with
developmental disabilities. The internship will consist of on site
supervision for 3 full days each semester. Pre-requisites: EDUC 481;
EDUC 491; EDUC 457 or EDUC 302/ Co-requisite: EDUC 482
EDUC 494 Content Specialty Test Seminar
This seminar prepares candidates for the NYSTCE-CST Exam.
Candidates complete a diagnostic exam (multiple choice items
and an essay question), and several practice tests. Diagnostic
information is reviewed and lessons prepared as indicated by
disabilities and assessment diagnostic exam results. Pre-requisite:
Permission of chairperson
EDUC 495 Content Specialty Test Students w/ Disabilities
This seminar prepares the Department’s special education program
candidates for the NYSTCE_CST Students w/ Disabilities Exam.
Candidates complete a diagnostic exam (multiple choice items and
an essay question) and several practice tests. Diagnostic information
is reviewed and lessons prepared as indicated by disabilities and
assessment diagnostic exam results. Pre-requisite: Permission of
chairperson
EDUC 496 Critical Reading and Writing Seminar
0 credit, 2 class hours
This seminar is designed to prepare students to succeed in reading
and writing in the discipline of education, particularly to be able to
respond accurately to essay questions contained in the New York
State Teacher Examinations. Understanding the language of the
discipline is critical to being able to interpret the curriculum and teach
it to students. We will explore the written assignments found on the
LAST exam administered by the State of New York. Pre-requisite:
Passing Score on the CUNY Writing and CUNY Reading Exam
EDUC 498 Academic Literacy Skills Test (ALST) Test Prep
Seminar
0 credit, 2 class hours
This seminar is designed to prepare students to succeed in taking
the LAST portion of the State Certification exam for teaching. Since
the exam questions are geared toward critical thinking and problem
solving, there will be a concentration on analyzing questions.
Students will learn some test taking strategies as well as strategies
for interpreting the language of the questions that address the criteria
for evaluation. Pre-requisite: Passing Score on the CUNY Writing and
CUNY Reading Exam
EDUC 499 Educating All Students Test (EAS)
This seminar assists candidates in preparing for the New York
State Teacher Certification Examination by reviewing general
topics covering the knowledge, skills and dispositions needed for
candidates about the learner, instructional planning and assessment,
and the professional environment. They will engage in test taking
with mock exams, essay writing and oral presentation on theory and
practice. Pre-requisites: EDUC 481 and EDUC 491
Pre/Co-requisites: EDUC 311 and EDUC 315
110
EDUC 500 Independent Study for Education Majors
Independent study is designed to provide an organized course of
study for students who are unable to attend regularly scheduled
classes “for cause”, and to provide opportunities for guided study and
in-depth research in subject areas not covered by traditional courses.
Eligibility Criteria:
To qualify for enrollment in an Independent Study Course,
undergraduate students should meet the following criteria:
1. A cumulative Grade Point Average of 3.0 or better.
2. Completion of ENGL 150.
3. Meet the departmental criteria for bona fide exemption from the
required course plan of study.
4. Written contractual agreement between student and faculty.
EDUC 501 Field Experience Practicum: Shadowing
Professionals
The seminar provides candidates with an understanding of the
role and responsibilities of teachers. Candidates critically observe
teachers as they plan and deliver instruction, interact with students
and engage in the school community. Co-requisite: EDUC 102
EDUC 502 Field Experience Practicum: Classroom Observations
This course provides candidates with the opportunity to critically
observe students in diverse and inclusive P-6 settings. The field
experience provides candidates with an opportunity to contextualize
understanding of child development and the nature and learning
needs of children with exceptionalities. Co-requisite: EDUC 152
EDUC 503 Field Experience Practicum: Parents/Community as
School Partners
This early field placement seminar provides candidates with an
opportunity to understand the roles that parents/families play in
their children’s school life. Candidates will interact with Parent
Coordinators, parents, administrators and school based community
liaisons to develop an understanding of the differing perspectives and
expectations of each these constituencies. Co-requisite: EDUC 231
EDUC 504 Field Experience Practicum: Technology in the
Classroom
This is an early field experience in the use of educational technology.
It is designed to prepare pre-service teachers to integrate computer
technology into the classroom curriculum. As part of EDUC 350
Computers in Education, students will design computer-mediated
lessons and projects that will reflect the knowledge, skills, and
attitudes necessary to effectively use computers in teaching. They
will learn to access and incorporate electronic resources and
effectively incorporate them into the academic curriculum. Methods
of evaluating instructional hardware, software, and interactive
technology will be examined. In this field experience, pre-service
teachers will work in local schools to implement their own lessons
and observe and support the current use of technology in the school.
EDUC 505 Field Experience Practicum: Working with Individual
Learners
This seminar is designed to provide 20 hours of Early Field
Placement for Education candidates enrolled in methods courses
(EDUC 311 AND EDUC 315). The seminar will meet various
timesover the course of the semester and candidates will be
placed in classroom settings where they will observe and work
with individual learners. Candidates will be required to connect the
theories of Reading Teaching and Learning, Math Teaching and
Learning and Social Studies Teaching and Learning to practices that
engage student learners in public school classrooms. Candidates will
share their observations and work with students during the seminar
in order to develop themselves as critical reflective practitioners.
EDUC 509 Field Experience Practicum: Assessment in
Education II
This seminar provides candidates with an understanding of
assessment practices in inclusive settings and opportunities to
develop assessment-related skills with students with special needs.
EDUC 506 Field Experience Practicum: Working with Small
Groups of Learners
The seminar is designed to provide 20 hours of Early Field
Placement for Education candidates enrolled in methods courses
(EDUC 312, EDUC 314/317, and EDUC 381). The seminar will meet
various times over the course of the semester 2007 and candidates
will be placed in classroom settings where they will observe and work
with small groups of learners. Candidates will be required to connect
the theories of Reading Teaching and Learning, Social Studies
Teaching and Learning, and Teaching Reading to Children with
Special Needs, to practices that engage student learners in public
school classrooms. Candidates will share their observations and
work they do with students during the seminar in order to develop
themselves as critical reflective practitioners. Co-requisite: EDUC
314 or EDUC 317
EDUC 507 Field Experience Practicum: Curriculum Research
and Design
This early field placement seminar provides candidates with an
opportunity to research curriculum in the school site at which they
are conducting their clinical practice. In addition, this researching of
the curriculum will be coupled with the conceptualization, design,
and writing of a week-long interdisciplinary curriculum which is
undertaken by the BA candidates in the co-requisite course, EDUC
457. Co-requisite: EDUC 457
EDUC 508 Field Experience Practicum: Assessment in
Education
This seminar provides candidates with an understanding of
assessment practices in educational settings and opportunities
to develop assessment-related skills through planning an action
research project related to assessment related practices in general
and/or special education environments. Co-requisite: EDUC 34
Chairperson:
Brenda Greene
718 270 4940 office
718 270 4828 fax
[email protected]
Office:
B-1015C
Faculty:
Ivor Baker, Susan Alice Fischer,
Natasha Gordon-Chipembere, Brenda Greene
Tonya Hegamin, Linda Susan Jackson, Hyo Kim
Lorraine Kuziw, Keming Liu
Andrea Freud Loewenstein, Yvonne McCallum-
Peters, Augustine Okereke, Karen Pitt
Joanna Sit, Kamau Chow-Tai GENERAL INFORMATION
The Department of English is a community of teachers, scholars and
writers whose primary mission is to offer students an outstanding
liberal arts education and the values of intellectual rigor and critical
inquiry in an increasingly globalized and highly technological
information-based society. Students may pursue a baccalaureate
degree in English and an associate degree in liberal arts with a
concentration in English. The department offers courses for the
English major, composition and literature courses in the general
education curriculum, ESL courses, and composition and critical
literacy courses in the developmental education curriculum. English
majors may concentrate in cross-cultural literature, creative writing or
professional writing. By undergoing a course of study in one of these
concentrations, students gain academic and cultural experiences that
provide them with in-depth studies in literature and writing, enhance
their intellectual, social and aesthetic awareness of their environment
and develop their awareness of personal and civic responsibilities to
the college, university, community and society in general. At the end
of the program, students will be able to gain employment in diverse
fields such as teaching, publishing, professional writing and public
relations and will also be prepared to undertake graduate studies
in a range of professions including law, business, and medicine. In
pursuit of its mission, the department is also committed to supporting
faculty research, publication and professional development.
The English BA Program
The Department of English offers a core of required courses in
composition and literature, a baccalaureate degree in English (BA)
with a concentration in cross-cultural literature, creative writing or
professional writing and an associate of arts degree in Liberal Arts
with a concentration in English or the Humanities. Students pursuing
a BA degree in English also participate in an internship that provides
them with opportunities to work with professionals in their area of
concentration and write a thesis that reflects their knowledge of the
discipline.
The B.A. Degree in English with concentrations in Cross Cultural
Literature, Creative Writing or Professional Writing requires
112
B.A. - English
REVISED PROGRAM
FIXED/REQUIRED CORE
Course
Course Title
Credits
English Composition
ENGL 150
3
MTH 115
3
BIO 101
Introduction to the Science of Biology OR
OR
PHS 101
3
TOTAL
12
FLEXIBLE CORE
3
HIST 200
ART 100
3
MUS 100
SSC 101
3
Scientific World
BIO 211
3
TOTAL
18
COLLEGE OPTION
6
Foreign Language I (RECOMMENDED)
3
Foreign Language II (RECOMMENDED)
3
TOTAL
12
ENGL 208
Applied Linguistics
3
ENGL 210
Intermediate Composition
3
ENGL 211
Introduction to Literary Studies
3
ENGL 315
British Literature I OR
3
ENGL 316
British Literature II
ENGL 319 OR
African American Literature I OR
3
ENGL 320
ENGL 322 OR
American Literature I OR
3
ENGL 323
American Literature II ENGL 325 OR
Caribbean Literature I OR
3
ENGL 327
ENGL 326
African Literature
3
ENGL 300 level Any 300-level English Elective from the CrossCultural, Creative Writing or Professional Writing Concentrations 3
ENGL 365
Applied Literary Theory
3
ENGL 420
English Internship
3
ENGL 422
Senior Thesis
2
FREN 201 OR
Intermediate French I OR
3
SPAN 201
Intermediate Spanish I
FREN 202 OR
Intermediate French II OR
3
SPAN 202
Intermediate Spanish II
FS 101
Freshman Seminar I
1
FS 102
Freshman Seminar II
1
HIST 101
World Civilization I 3
LIB 100
Library and Research Methods
2
PHIL 101 Introduction to Logic
3
ElectivesStudents may take any 12 credits 12
Humanities /Social Science Elective Choose any HUM, ENGL,
ART, MUS course not already taken or PHIL 201 or PSYC 101, SSC,
SOC
3
CONCENTRATION (SEE BELOW)
12
TOTAL
78
GRAND TOTAL
120
Concentration 1 Cross-Cultural Literature: Choose 4 courses
ENGL 315
3
ENGL 316
British Literature II
3
ENGL 319
3
ENGL 320
3
ENGL 322
3
ENGL 323
American Literature II
3
ENGL 325
Caribbean Literature I
3
ENGL 327
3
ENGL 328
3
ENGL 330
Postcolonial Literature
3
ENGL 331
Asian American Literature
3
ENGL 332
3
ENGL 333
The Body in Place and Culture
3
ENGL 334
Popular Fiction
3
ENGL 360
Black Women Writers
3
ENGL 361
Shakespeare
3
ENGL 363
Literature of the Global City I
3
ENGL 364
Literature of the Global City II
3
ENGL 366
African Women’s Literature
3
ENGL 370
Special Topics in Literature I
3
ENGL 371
Special Topics in Literature II
3
ENGL 372
Special Topics in Literature III
3
Concentration 2 Creative Writing:
Choose 4 courses
ENGL 301
Fiction Writing I
3
ENGL 302
Fiction Writing II
3
ENGL 303
Poetry Writing I
3
ENGL 304
Dramatic Literature Writing Workshop
3
ENGL 305
Fiction Writing Workshop
3
ENGL 306
Poetry Writing II
3
ENGL 307
Poetry Writing Workshop
3
Concentration 3 Professional Writing:
Choose 4 courses
ENGL 362
Advanced Professional Writing Workshop
3
ENGL 310
Journalism: News and Feature Writing
3
ENGL 311
Technical Writing
3
ENGL 312
Magazine Article Writing 3
ENGL 313
Writing for Science, Medicine & Technology
3
A.A. in English
The A.A. Degree in Liberal Arts requires completion of 60 credits. For
the distribution of the 60 credits of the program, please see page
118 of the catalog. For additional major requirement details for A.A.
Degree in Liberal Arts. See Chair or Academic Advisor
Minor in English
Those students who wish to pursue a minor in English may choose
to participate in either a 12-credit writing or literature concentration.
The minor in English provides students in all disciplines with an
opportunity to read, write about and interpret literary texts, and
serves as a bridge for students who are interested in pursuing a BA
in English. Students who pursue the English minor will have some
advantage in the job market.
Minor in English: Literature, 12 credits, 4 courses
The literature minor offers students an integrated choice of courses,
increased competence in critical reading and writing, an in-depth
study of literature, and broadened experiences in this area. Students
who pursue the minor in English with a concentration in writing
are required to take the following courses: ENGL 210 Intermediate
Composition and three 300-level English literature courses.
Minor in English: Writing, 12 credits, 4 courses
The minor in English writing prepares students for careers in writing
and communications. Students take an integrated choice of courses
that provide them with increased competence in critical reading and
writing and an in-depth study of the writing process. This minor
is also targeted towards students who wish to publish their works.
Students who pursue the minor in English with a concentration
in writing are required to take the following courses: ENGL 210
Intermediate Composition and three 300-level courses in professional
writing or creative writing. For additional requirements for Minor.
See Chair or Academic Advisor.
The Developmental Skills and ESL Programs
The Department’s Developmental Skills and the ESL Programs
are carefully designed to help students become competent critical
readers of Standard English expository and literary prose and
effective essay writers. Ultimately, the expectation is that students will
not only develop the ability to read college-level materials analytically
and critically, but will become active and motivated readers and
writers. Students will also be oriented to the skills of passing the
CUNY/ COMPASS Reading and CUNY Assessment Test in Writing
(CATW).
Student Life
A feature of the Department’s BA Program in English is that all
students are assigned a mentor upon declaring themselves to be
English majors. The Department encourages English majors to
attend special performances and literary extracurricular events, to
join the English Club, to write for Adafi, the College’s newspaper, and
to write for the literary magazine published by the Center for Black
Literature. Students are also encouraged to present their papers and
research, to participate in conferences and to assist with co-curricular
programs such as the National Black Writers Conferences and
Symposia sponsored by the Center for Black Literature.
Collaborative Relationships
Directed by Brenda Greene, a Professor in the Department of
English, the Center for Black Literature at Medgar Evers College has
a mission to serve as a voice, mecca and resource for Black writers
and the general public. The Department of English collaborates
with the Center in offering programs that raise students’ awareness
of Black literature and in supporting student concentrations in
professional writing, creative writing and cross-cultural literature. The
Center also provides English majors with internships. English majors
may also receive scholarships to participate in the Center’s North
Country Institute and Retreat for Writers of Color.
Adafi
Faculty from the English Department serve as advisors for Adafi, the
student newspaper. English majors are also strongly encouraged
to join the Adafi Club and to serve as editors and reporters for the
paper.
English Concentration for BA students in the Education
Department
BA students in the Education Department who wish to take a
concentration in English are required to take the following courses:
ENGL 210, ENGL 208, ENGL 315 OR ENGL 316, ENGL 319 OR
ENGL 320, ENGL 322 OR ENGL 323, ENGL 325 OR ENGL 327,
ENGL 365. Additionally, these students are required to take 6 credits
of elective English courses.
English Courses in the Core Curriculum
The English Program offers composition and literature courses that
are part of the Core Curriculum of the College. These courses are:
ENGL 112, ENGL 150 and ENGL 212.
The three primary objectives of the English sequence of Core
courses are:
1. To develop students’ proficiency in essay writing;
2. To strengthen students’ research skills;
3. To introduce students to world literatures.
Humanities
The Department offers Humanities courses that constitute the core of
courses needed to satisfy the Humanities requirements for the AA in
Liberal Arts and electives in the Humanities.
Literary Magazine
The literary magazine of the English Department is designed, edited,
and published by students. The faculty advisor is a professor in
the English Department. The magazine provides a forum for the
College’s many creative writers and is a celebration of the diversity
and talent of the student body.
COURSE DESCRIPTIONS
ENGL 112 College Composition I
This composition course emphasizes the various types of critical and
expository writing students will need in the content area courses they
will take throughout the college curriculum. Students will improve
their writing skills through the writing and revision of weekly essays
and through an in-depth focus on the conventions of language.
Pre-requisites: Passing Score on the CUNY Writing and the CUNY
Reading Exam
114
ENGL 150 College Composition II
This composition course continues the emphasis on the various
types of critical and expository writing students will need in the
content area courses they will take throughout the college curriculum.
Students will improve their writing skills through the writing and
revision of weekly essays and through the completion of two
research papers that use MLA and APA research styles.
Pre-requisite: Successful completion of ENGL 112 with a grade of “C”
or better
ENGL 208 Applied Linguistics
ENGL 208 is an introductory course to linguistics. Its primary focus is
the application of linguistic theories illustrated by the broad use and
application of linguistic knowledge in a variety of fields: education,
politics and diplomacy, law, business, gender issues, and culture.
The course focuses primarily on readings in the following linguistic
categories: the relationship between language and thought, culture
and gender, oral history and literacy, form and meaning, discourse
analysis, and the nature of the various linguistic semiotic systems.
Students are introduced to technical vocabulary and linguistic inquiry
methodology. Pre-requisite: ENGL 150
ENGL 209 Children’s Literature
This course will introduce students to various genres of children’s
literature, including folklore, myths, picture books, poetry, and
novels. Students will read, discuss, analyze, and critically respond
to children’s literature. Emphasis will be placed on reading literature
representing diverse voices and on considering ways to integrate
those voices into the traditional children’s literary canon.
ENGL 210 Intermediate Composition
This is a writing course emphasizing selected essays by writers
across cultures and times. Focus is on every aspect of the essay,
including style, diction, theme, organization, and analysis of the
role and function of the essay in different time periods and cultures.
Students use these essays as models to construct their own
essays and to improve their own skills as writers of essays, and
consequently as writers in general. Pre-requisite: ENGL 211
ENGL 211 Introduction to Literary Studies
In this course, students will engage in critical readings of fiction,
drama and poetry by authors of diverse cultures, nationalities and
historical periods. Students will gain knowledge of literary terms and
diverse theoretical perspectives, participate in discussions about
selected works and write original essays involving close reading
and research about literary topics. The course enables students to
recognize a variety of approaches to analyzing literary texts, to reflect
upon their own interpretations and to develop their skills in writing
critically about literature. Pre-requisite: ENGL 150
This course is a survey of the evolving canon of world literature and
will include selections of literature from around the world and from
diverse time periods, ancient to contemporary. Students will locate
these texts in a historical and cultural context and gain a sense of the
development of, and connection between, literary texts across time
and across cultures. Genres studied may include the epic, drama,
poetry, fiction, non-fiction, and folktales. Pre-requisite: ENGL 150
ENGL 214 Critical Issues in World Literature
This course enhances students’ understanding and appreciation of
the global society in which they live through the study of literature.
Students will study literature from multiple regions of the world
by reading works from the contemporary period and at least one
historical period. The selection of texts will center on recurring
themes and critical issues in global literature, such as conflicts
between groups of people and movement towards resolution.
Students will further develop their reading, writing and research skills.
ENGL 260 Professional Writing Workshop
Through a dual focus on their own and published writing, students
are introduced to the skills needed in professional writing and
publishing: writing, revision, editing, layout, and production. At the
end of the semester, each student will submit one extensively revised
piece for publication. Pre-requisite: ENGL 112
ENGL 301 Fiction Writing I
This course is the first part of the Fiction Writing sequence. Students
will learn the craft of writing fiction with specific emphasis on
character description and development, perspective,
distance and point of view, dialogue, plot, and setting. Students will
analyze these elements of fiction in the work of published authors.
They will write exercises that emphasize these elements, culminating
in a short story or excerpt of a novel that will effectively give
expression to their values and visions. They will revise their work
based on peer critique and the editorial guidance of the instructor.
ENGL 302 Fiction Writing II
This course is the second part of the Fiction Writing sequence. It
is designed to help students develop and strengthen their sense of
literary aesthetics. Students will continue to learn the craft of writing
fiction by examining the work of published authors and by revising
their work with the guidance of peer critique and the editorial advice
of the instructor. Students will be expected to discuss each assigned
reading, including readings of work written by their peers, paying
particular attention to the elements of fiction and style, the writer’s
use of language, and the vision and values evident in a work.
Pre-requisites: ENGL150 and ENGL 301
ENGL 303 Poetry Writing I
This is the first course in the Poetry Writing sequence. It will
introduce students to major historical currents in poetry in English
and in translation and the basic elements of poetry writing and
critique. Readings for this course will expose students to a broad
range of poetic styles: fixed structures (including sonnet, villanelle,
sestina, and haiku), dramatic, narrative, and lyric verse. Students will
gain an understanding of the aesthetic intentions grounding these
traditions while developing a vocabulary for critical reading. Group
discussion, peer critique, and student presentations are required.
ENGL 304 Creative Writing/Drama
This writing workshop is designed for students to study the
techniques of twentieth-century playwrights and to develop guided
practice in writing for the stage. Students will also be required to
evaluate their own work and the work of others in the workshop and
to read and discuss five plays. Lectures and discussion on craft
issues will include voice, structure, format, submission techniques,
and the play development process. Pre-requisite: ENGL 150
ENGL 305 Fiction Writing Workshop
This course is the third and final part of the Fiction Writing sequence.
It is a writing workshop course that will be almost entirely directed by
students. Students will be responsible for selecting works of fiction
to be discussed by the class and will lead the discussions, analyzing
character description and development, dialogue, point of view,
plot, setting, language and style, theme and premise. Students will
also be responsible for analyzing each other’s work according to
guidelines set by instructor. They will revise their work based on peer
and instructor guidance. Pre-requisites: ENGL 150 and ENGL 301 or
ENGL 302
ENGL 306 Poetry Writing II
This is the second course in the Poetry Writing sequence. It will
familiarize students with critical thought and aesthetic discourse
in contemporary poetry. Students will explore their own writing
processes through the exchange of creative work and guided
research. Assigned readings will prepare students to analyze a
variety of writing styles with the object of refining their own creative
impulses. Students will assemble a portfolio of rigorously revised,
representative poems and a brief critical essay. Group discussion,
peer critique, and student presentations are required. Pre-requisites:
ENGL 150 and ENGL 303
ENGL 307 Poetry Writing Workshop
This is the third and final course in the Poetry Writing sequence. It will
expand upon the skills learned earlier in the sequence by engaging
students in the practice of writing to publish. Students will also be
required to produce an academic prose critique of their own work,
citing their influences and intentions and demonstrating fluency with
critical vocabulary. Workshop students will contribute as both editors
and poets to a class anthology and share collective responsibility for
the quality of work collected and published. Accordingly, students will
be required to communicate, defend, and challenge aesthetic values
as necessary to work effectively in a group setting. Pre-requisites:
ENGL 150 and ENGL 303 or ENGL 306
ENGL 310 Journalism: News and Feature Writing
This is course will focus on the changing nature of journalism.
It provides students with an understanding of the principles,
techniques, and strategies involved in journalism. In depth analysis
and instruction will be given to details of the creation of the strong
lead, a compelling story, structure, accuracy, attribution, and fact
gathering. Along with the mechanics of writing and editing, students
will explore how to get their stories published, meeting and working
with editors, and creating unique story ideas. Particular emphasis will
be placed on developing strong interviewing and research skills.
ENGL 311 Technical Writing
This course introduces students to the kinds of skills they will need
to have in technically oriented professional careers. The curriculum
is guided by the technical writing needs of business, industry,
andsociety. Students write using various formats, including resumes,
application letters, short reports, proposals, business plans, progress
reports, and user guides. They review writing process and audience
analysis, conventions, graphics, and document design. Web research
skills, online writing, and library skills are also covered in the course.
ENGL 312 Magazine Article Writing
The course is designed as a practical approach to planning, creating,
and placing magazine articles. Students will strengthen their writing
skills and gain experience writing articles, essays, interviews,
and reviews for publication in both print magazines and online
publications. Students will read and study different types of magazine
writing, such as feature writing, reviewing, personal essays, and
editorials with the aim of producing such works themselves.
ENGL 313 Writing for Science and Technology
This course focuses on teaching students the skills needed to write
scientific and technical documents, such as reports, proposals,
essays, and instruction manuals. Emphasis is on writing technical
and scientific documents that are clear and free of jargon. Students
will study scientific and technical rhetorical styles, the conventions of
scientific and technical writing, and the languages and processes of
scientific research. Students must write a major paper on a topic in
science or technology. Pre-requisite: ENGL 150
ENGL 314 Linguistics: A Cross-cultural Perspective
This study abroad/ applied linguistics course is designed to
help students gain a linguistic perspective on written and oral
communication, and, at the same time, apply that methodology
to daily communication with people of varied ethnic backgrounds.
The course focuses primarily on readings in the following linguistic
categories: the relationship between language and thought, culture
and gender, oral history and literacy, form and meaning, discourse
analysis, and the nature of the Chinese and American linguistic
semiotic systems. Students are introduced to technical vocabulary
and linguistic inquiry methodology. Course requirements include
a research project and papers related to readings and fieldwork
experiences in China. Pre-requisite: ENGL 150
ENGL 315 British Literature I: 8th - 18th Centuries
This course consists of selected readings from major British writers
and literary movements from the earliest forms through the 18th
century. Pre-requisite: ENGL 211
ENGL 316 British Literature II: 19th - 21st Centuries
This course consists of selected readings from major British writers
and literary movements from the 19th century to the present.
ENGL 319 African American Literature I: 1619 - 1932
This course presents selected readings from African American
literature, oral and written, from the 17th century through the Negro
Renaissance of the 1920s to 1932. Pre-requisite: ENGL 211
ENGL 320 African American Literature II: 1932 - Present
This course presents selected readings from Black American
literature, oral and written, from the Harlem Renaissance through the
present. Pre-requisite: ENGL 211
ENGL 322 American Literature I: Beginnings to the
Emancipation Proclamation
Beginning with Native American oral forms and continuing through
the Civil War, this course explores principal authors, folklore, and
literary movements as they reflect the heritage, legacy, and diversity
of American culture. Pre-requisite: ENGL 211
116
ENGL 323 American Literature II: Reconstruction to the Present
This course explores the development of American Literature from
the Post Civil War period to the present. Principal authors, folklore,
and literary movements as they reflect the heritage, legacy, and
diversity of American culture are studied. Pre-requisite: ENGL 211
ENGL 325 Caribbean Literature I: Beginnings to 1970
This course consists of selected readings in travel narratives, fiction,
poetry, autobiography, and drama from major authors and texts
beginning with European representations of the colonial encounter
in the Early Modern period and concluding with the literature and
literary movements of the independence era.
ENGL 326 African Literature
This course provides students with selected readings from the vast
diversity of African voices from its early orator to its major modern
figures. Students will examine some of the historical, political, social,
and ideological forces that have helped shape African literature.
ENGL 327 Caribbean Literature II: 1970 to the Present
This course consists of selected readings by major Caribbean
authors in fiction, poetry, and drama from 1970 through the present.
Emphasis is on the stylistic and thematic concerns of the literature
as well as its relation to the physical, social, political, and intellectual
landscape. Pre-requisite: ENGL 211
ENGL 328 Latin American Literature
This course examines 19th-and 20th-century Latin American
literature, focusing on major works that represent important literary
trends in Latin American literature and locating those texts within
their historical, social, and cultural contexts. Pre-requisite: ENGL 211
ENGL 330 Postcolonial Literature
This course investigates some of the overarching themes that
connect the literature produced in the postcolonial era in Africa,
Asia, the Caribbean, and the Americas. Questions of economic
dependency and marginalization, linguistic autonomy, and cultural
hybridity are among the issues that will be explored through a study
of literature and critical theory. Pre-requisite: ENGL 211
ENGL 331 Asian American Literature
This course will introduce students to the critical questions that shape
and challenge what we know as Asian American literature, a largely
emerging, contested field of study. Students will examine the political,
theoretical implications of the now familiar conjunction of “Asian” and
“American.” Further, they will trace the ways in which Asian American
writers themselves try to negotiate the complexity of being Asian and
American. Through close readings of the representative literature
and criticism, students will locate the sites of Asian America in the
US political and historical imaginary. Special attention will be given
to autobiographical narratives that directly or indirectly question the
status of Asian America as a viable racial, cultural, political identity.
ENGL 332 Modernist Literature
This course will examine the literature of the modernist movement in
English and in translation. It will cover the period between 1890 and
1940 on both sides of the Atlantic. Students will be given a broad
overview of the major tenets of this movement as well as an in-depth
study of some of its major works on the margins. Some focus will be
given to works of the Harlem Renaissance. Pre-requisite: ENGL 212
ENGL 333 The Body in Place and Culture
This course examines the cross-cultural representations of the
body in literature and the arts across different times and places.
It analyzes the social construction of the “ideal” body in terms of
gender, sexuality, race, ethnicity, class, able-bodiedness and other
areas of “difference” and focuses on the ways that certain types
of bodies are constricted or move freely through space along the
private/public continuum. The course highlights such issues as
enslavement, trafficking, migration, barriers and borders, discourses
about “acceptable” bodies, racial profiling, sexuality, violence and
safe spaces and the ways these topics have been represented
through literature and other cultural representations. Pre-requisite:
ENGL 150
ENGL 334 Popular Fiction
The course explores, in depth, a specific genre of contemporary
popular fiction and its relation to the canon. These genres may
include but are not limited to, horror, detective, science fiction,
romance and the graphic novel. From the genre’s roots to today’s
novels, we examine their history, classic titles and authors. We also
locate these works in the academic and publishing fields, and explore
the gap between them and literary fiction. Through close reading
we explore what tropes and themes shape these often controversial
literary genres. Pre-requisite: ENGL 211
ENGL 360 Black Women Writers
This course examines the literature of Black American women from
1746 through the Black Arts Movement of 1955-1970 and shows how
these writings address some of the central issues that have faced
Western society. Some of the writers include: Phillis Wheatly, Francis
Ellen Watkins Harper, Harriet E. Wilson, Linda Brent Jacobs, Ida B.
Wells, Nella Larsen, Zora Neale Hurston, Gwendolyn Brooks, Ann
Petry, Margaret Walker, Lorraine Hansberry, Paule Marshall, Nikki
Giovanni, Sonia Sanchez, Audre Lorde, Jayne Cortez, Alice Walker,
Toni Morrison, and Maya Angelou. Pre-requisite: ENGL 211
ENGL 361 Shakespeare
This course examines selected Shakespearean plays within
the social, cultural, and political context of the Renaissance.
A brief history of the development of the drama and a study of
Shakespeare’s sources are included in the course. Pre-requisite:
ENGL 211
ENGL 362 Advanced Professional Writing Workshop
Using the skills learned in ENGL 260 or in previous publication
experiences, students will work intensively on a group publication
project to be published and distributed by the end of the semester.
This practicum will include writing, production, layout, publicity,
and distribution and requires the ability to work cooperatively and
independently. Pre-requisite: ENGL 260
ENGL 363 Literature of the Global City I
This course will examine the thematic and stylistic characteristics
of the literary representations of a particular global city. While the
course will consider the context of 20th century literary production
centering on the modern metropolis, the primary focus will be on
the literature of the 21st century global city. Drawing on a range
of theoretical perspectives, the course will concentrate its analysis
on the diverse literary responses to the new configurations and
contested spaces of the contemporary city. Pre-requisite: ENGL 211
ENGL 364 Literature of the Global City II
This course will examine the thematic and stylistic characteristics
of the literary representations of a particular global city. While the
course will consider the context of 20th century literary production
centering on the modern metropolis, the primary focus will be on
the literature of the 21st century global city. Drawing on a range
of theoretical perspectives, the course will concentrate its analysis
on the diverse literary responses to the new configurations and
contested spaces of the contemporary city. Pre-requisite: ENGL 211
ENGL 365 Applied Literary Theory
This course provides students with an understanding of the great
traditions of literary criticism. Students will explore their own literary
interests and apply both historical and current methods of criticism to
literary texts. Pre-requisite: ENGL 212
ENGL 366 African Women’s Literature
This course focuses on the contemporary literature of African
women, examining their works themes and styles. Through the study
of this literature and related scholarship, students are also introduced
to important debates that affect or define African women’s writings,
including the politics of the literary canon and language, pre- and
post-colonial discourses and African feminism or a newly-envisioned
womanhood, as well as the urgent issues of ageism, racism and
sexism.
118
Authors to be examined include Chimamanda Ngozi Adichi, Ayaan
Hirsi Ali, Janice Boddy/Aman, Fadumo Korn, Sindiwe Magona,
Winnie Mandela, Flora Nwapa, among others. Pre-requisite: ENGL
211
ENGL 370 Special Topics in Literature I
Through selected readings, students will explore special topics in
literature through the perspective of a unifying theoretical or thematic
concept. Pre-requisite: ENGL 211
ENGL 371 Special Topics in Literature II
ENGL 372 Special Topics in Literature III
ENGL 410 Honors Seminar for English Majors
This course will allow students in the English BA degree program
to undertake an in-depth study of a particular author or period,
including close readings of major works, bibliographical and cultural
information on the author or period. Pre-requisite: Permission of
Chairperson
ENGL 420 English Internship I
This first semester internship course provides an opportunity for
upper-level students to apply their skills and knowledge in the
workplace or in an organization related to their English concentration.
Students are supported by weekly meetings with the coordinator
and supervised by an internship site coordinator. Pre-requisite:
Permission of Chairperson
ENGL 422 English Internship II/Senior Thesis
English 422: Senior Thesis is the English BA capstone course.
Students write a senior thesis in their area of concentration under
the guidance of a faculty mentor. To support that writing process,
students also participate in three double-period seminars (9 hours)
on research techniques and writing styles. These seminars are
conducted by the coordinator for this course. Faculty mentors,
however, have the primary responsibility of guiding students through
the process of developing their senior theses and for approving
their final drafts. Students must register the title of the senior thesis
and the name of the faculty mentor with the English Concentration
coordinator by the following dates: January graduation: Wednesday
before Thanksgiving, June graduation: February 1, August
graduation: April 1. Pre-requisite: ENGL 420
ENGL 500 Independent Study
This course of study centers on a project in the major area. With
the prior approval of a faculty supervisor, the student will undertake
a project, which will constitute the semester’s work. One weekly
conference is required. Pre-requisite: Permission of Chairperson
ENGW 005 Composition I
0 credits ; 3 class hours; 1.5 lab hours
This first level of writing is an intensive course that focuses on
fluency and clarity in writing by requiring students to become aware
of their own writing process and to learn to use that process to
shape, revise and perfect their writing. Students will read and discuss
narrative and personal essays and/or works of fiction as a basis for
extensive personal writing, including journals, culminating in their
ability to write logical and well organized personal (narrative) essays.
Students own writing will be used as the primary basis for instruction
in paragraph development, major areas of grammar, including verb
tense and subject-verb and pronoun-verb agreement. The major
competency for this course is the ability to write a well-organized
narrative or personal essay, which demonstrates the capacity to write
standard written English fluently and with clarity. This competency
is evaluated through a timed two-hour final essay examination.
Pre-requisites: Incoming Student and Placement by CUNY/ACT
Assessment Test
ENGW 006 Composition II
0 credits; 3 class hours; 1.5 lab hours
This course focuses on improving students’ composition skills along
with enriching their college experience by exposing them to the arts
through classroom lectures, museum visits, plays, selected movies,
various other forms of written literature and by familiarizing them
with library and campus support services. The course emphasizes
students’ intellectual growth, analytical and writing skills. Its
primary focus is on the writing of the persuasive essay. To this end,
students compose essays incorporating a full range of rhetorical
devices of narration, description, cause and effect, comparison
and contrast and persuasion. Assignments will involve interpreting
persuasive questions to determine fact from opinion to facilitate
thesis development (position statement). The course will also focus
on drafting, revising, editing and students’ norming sessions of
persuasive essays. Among the language arts skills to be focused on
are fluency, logical expression, paragraphing, essay organization,
sentence structure, appropriate use of certain parts of speech, major
areas of grammar, comma usage, subject-verb agreement, pronounantecedent agreement, past & present participle, proper usage of
verb tenses and the apostrophe. There will be periodic tests and/or
quizzes, midterm and an end of semester departmental examination
to assess students’ progress and readiness to sit for the final CUNY
Placement Assessment Test in writing - the ACT. Upon passing of
the ACT, students will exit basic skills in writing. Pre-requisites:
ENGW 005 or Incoming Students and Placement by CUNY/ACT
Assessment Test
ENGR 005 Critical Reading I
The primary focus of this course is on comprehension of written
materials. Students receive considerable practice in analyzing
paragraphs and expository texts in various academic disciplines.
They identify the main idea, supporting details, and cohesive devices.
Emphasis is also placed on extending students’ vocabulary. Although
this course focuses on the comprehension of written texts, an
integrative learning model involving listening, speaking and writing is
used to help students become more competent readers of Standard
American English. Students develop an understanding of the
relationship between reading and writing through writing responses
to varied readings. They also gain a multicultural perspective as a
means of better understanding the American culture by reading and
discussing at least one novel and several selections from different
cultures. Pre-requisites: Incoming Student and Placement by CUNY/
ACT Assessment Test
ENGR 006 Critical Literacy II
The primary focus of this course is on improving critical reading and
college level study skills. Students in this course are guided to be
more competent and critical readers of Standard English expository
and literary prose. Students read, interpret, and discuss college level
expository and literary prose articles on current events. Although
this course focuses on critical and college study skills, an integrative
learning model involving listening, speaking, reading, and writing is
used to help students become more competent and critical readers
of Standard English. This course prepares students to pass the
CUNY/ACT exam in reading. Using a college reading skills textbook,
students learn skills in vocabulary development and reading
comprehension as well as basic study and test taking strategies.
Students read selected narratives, essays, and biographies reflecting
different cultures and engage in class discussions of themes and
other aspects of the text. Students are assigned informal written
responses. The major competency for ENGR 006 is to become an
active reader while becoming competent in fundamental college
reading and study skills. This competency is \evaluated through a
two-hour end of semester departmental examination that integrates
reading and writing to assess students’ progress and readiness to sit
for the final CUNY Placement Assessment Test in reading - the ACT.
Upon passing of the ACT, students will exit basic skills in reading.
Pre-requisites: ENGR 006 or Incoming Student and Placement by
CUNY/ACT Assessment Test
ENRW 005 English Reading & Writing I
The English reading/ writing 005 is a hybrid course that focuses on
students diagnosed as requiring first level English reading and writing
competencies. This course concentrates on developing students’
critical reading, writing and analytical thinking skills; the program
of study focuses on assisting students in developing their ability
to read various topical texts and determine main idea, supporting
details, making inferences and drawing conclusions and transferring
these skills to summarizing and analyzing readings and critically
responding to them in short essays. Types of essays studied in
this course include personal narratives, descriptive, expository and
persuasive essays. Upon successful completion of this course
students are expected to demonstrate competency in reading and
facility in the use of the written English language, emphasizing
eloquence, clarity, a diverse vocabulary, sentence variety, and
satisfactory grammar and mechanics. Pre-requisite: None
ENRW 006 English Reading & Writing II
This course focuses on improving students’ composition skills along
with enriching their critical reading skills necessary for college
work. Reading, composition and study skills are applied to college
level texts from literature, social science, or other content courses.
An integrative reading/writer model is used; students are required
to improve vocabulary, pursue clarity in their writings, write formal
essays and informal critical responses to varied readings of collegelevel materials. Students are taught how to summarize readings,
locating main idea, supporting details and inferences. Pre-requisite:
ENRW 005 or Incoming Student and Placement by CUNY/ACT
Assessment Test
ESLR 005 Reading English as a Second Language I
0 credits; 4.5 class hours
This course caters to the ESL student who has successfully passed
the ESL 002 course or who has been placed on this level by his/
her reading placement test score. This first level reading course is
for students whose writing placement exams contain ESL patterns.
The primary focus of this course is on the comprehension of written
materials. Students receive considerable practice in analyzing
paragraphs and expository texts in various academic disciplines.
They identify the main idea, supporting details, and cohesive
devices. Emphasis is also placed on extending students’ vocabulary.
Although this course focuses on the comprehension of written texts,
an integrative learning model involving listening, speaking, reading,
and writing is used to help students become more competent readers
of Standard English. Students must pass the departmental final to
exit from this course. The ESL students, in addition, will practice and
improve their spoken English as well as comprehend the spoken
words. Pre-requisites: A placement score of 44 or lower on the
COMPASS reading exam and evidence of ESL writing patterns.
ESLR 006 Reading English as a Second Language II
ESLR 006 is one level above the 005. Students entering this level are
guided to become more competent and critical readers of Standard
English expository and literary prose. This second level reading
course is for students whose writing placement exams contain ESL
patterns. The primary focus of this course is on improving critical and
college study skills. Students read, interpret, and discuss collegelevel expository and literary prose and articles on current events.
Although this course focuses on critical and college study skills, an
integrative learning model involving listening, speaking, reading, and
writing is used to help students become more competent and critical
readers of Standard English. Students must pass the departmental
final to exit this course. Pre-requisites: A placement score of 4565 on the COMPASS reading exam and evidence of ESL writing
patterns.
ESLW 005 Writing English as a Second Language I
This first level ESL writing course is for students whose first language
is other than English and whose placement scores demonstrate
that they have achieved a degree of fluency in writing Standard
English. The primary focus of this course is on sentence clarity and
basic essay organization. However, the approach utilized will be an
integrative learning model, emphasizing listening, speaking, reading,
and writing, to help students become more linguistically competent
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in the writing of Standard English. Students read expository texts
from various academic disciplines and compose, revise, and edit
short essays. Academic Foundation Division Students must pass the
departmental final to exit this course. Pre-requisites: A placement
score of 4 or lower on the CUNY ACT writing test and show evidence
of ESL writing patterns.
ESLW 006 Writing English as a Second Language II
This second level writing course is for students whose first language
is other than English. The primary focus of this course is on students’
mastery of the essay form. An integrative learning model is used to:
a) enable students to read and analyze literary and expository
essays, and
b) use a variety of rhetorical models as they compose, revise, and
edit essays.
In addition, students review diction, word order, use of tenses, control
of articles and prepositions, and idiomatic expressions. Students
must pass the departmental final to exit this course. Pre-requisites: A
placement score of 5-6 CUNY ACT writing test and show evidence of
ESL writing patterns
HUM 102 The Spoken Word in African American Written Texts
This seminar and workshop begins with a foundation of the history
and origins of the spoken word in African American literature.
Beginning with the study of the griot and continuing through hip
hop, students analyze the elements of power and style in African
American oral dialects, poetry, and spoken word performances.
Upon completion of this course, students will be able to apply their
knowledge of spoken word literary techniques to their composing
and writing of lyrics and other elements of the literary poetic tradition.
Students will also participate in spoken word performances.
Co-requisite: ENGW006 or completion of developmental skill courses
HUM 300 Contemporary Topics in the Humanities
The critical examination of a current topic relative to values, mores,
cultures, ideas, arts, etc. Topics will be announced in advance.
Pre-requisite: Permission of Chairperson
HUM 400 Independent Studies in Humanities
This course of study centers on a project in the major concentration
area, which incorporates content and depth not covered in regular
course offerings. With the prior approval of a faculty supervisor, the
student will undertake a project, which will constitute the semester’s
work. One weekly conference is required. (Option in art, English,
foreign languages, media, music, philosophy, speech.)
Pre-requisites: Completion of 6 credits, or the equivalent, in the major
area of study with a grade of B or better and acceptance by a faculty
supervisor. Permission of Chairperson required
Chairperson:
Office:
Maria L. Ruiz
718 270 6247 office
718 270 4828 fax
B-2038H
Faculty:
Jesus Bottaro, Maria L. Ruiz, Senen M. Vivero
Oscar Franco, Ana Maria Melendez
GENERAL INFORMATION
The mission of the Department of Foreign Languages is to offer
instruction in a variety of foreign languages to ensure that students
are linguistically and culturally proficient in at least one foreign
language in order to better define their own values as members of a
global society, and to offer degree programs that enable students to
achieve their academic and professional goals.
The Department of Foreign Languages offers a range of courses in
Romance Languages and Literatures that aim to give students a solid
preparation in both the targeted languages and the corresponding
cultures of which they are essential vehicles.
Core Curriculum
The Department offers six sequences of courses that satisfy the Core
Curriculum requirement in Foreign Languages:
1. Elementary Spanish I and II (Spanish 101 and 102)
2. Elementary French I and II (French 101 and 102)
3. Intermediate Spanish for Spanish Speakers
(Spanish 203 and 204)
4. Spanish for Native Speakers I and II (Spanish 203 and 204)
5. Intermediate French I and II (French 201 and French 202)
6. French for Francophone Speakers I and II (French 203 and
French 204).
The main objective of the courses is to develop listening, oral,
reading, and writing skills that will lead to a corresponding level
of linguistic proficiency. However, an important effort is made to
emphasize the function of languages as essential vehicles to
understand foreign cultures and to study, as a way to achieve the
main objective, the main linguistic structures that make the language
a system.
ACADEMIC STANDARDS
Students in the Department must pass Foreign Languages required
Core courses with a grade of “C” or better.
COURSE DESCRIPTIONS
ARAB/ARAL 101 Arabic I: An Introduction to the Arabic
Language
3 credits; 3 class hours; 1 lab hour
This course will provide students with an introduction to the Arabic
language. Students will learn to read and write in the Arabic script
and study basic grammar of the modern standard Arabic language.
They will also acquire knowledge of Arab culture through the study of
the language and basic colloquial conversation skills.
Pre-requisite: None
FREN/ FREL 101 Beginning French I (closed to francophone
speakers)
An introduction to the French language as a medium of
communication, it will focus on the oral use of the language with work
also in written drills, grammar and composition. One hour weekly
attendance in the Language Laboratory is required. Not open to
native speakers of French or students with francophone proficiency.
Pre-requisite: None Co-requisite: FREL 101
FREN/FREL 102 Beginning French II (closed to francophone
speakers)
A continuation of the materials covered in FREN 101. One hour
weekly attendance in the Language Laboratory is required. Not
open to native speakers of French or students with francophone
proficiency. Pre-requisite: FREN 101 or Permission of Chairperson
Co-requisite: FREL 102
FREN 201 Intermediate French I
This course is aimed at native francophone speakers who
need formal language instruction and non-native students who
demonstrate a satisfactory degree of proficiency. The study of a
graded series of texts will constitute the basis of both textual analysis
and the students’ practice of communication skills. A comprehensive
review of grammar will stress the morphology and use of the verb
paradigm. Class and language-lab exercises will emphasize audio
oral interaction and writing.
Students will be expected to have the capacity to speak, read
and write in standard French with originality about the topics
studied in class. Pre-requisite: FREN 102 and FREL 102. Open
to native speakers of French; Passing grade on placement test;
recommendation of faculty after successful completion of FREN 102.
FREN 202 Intermediate French II
This course will teach students to perceive the language as a
vehicle for culture. A broad range of texts in French will be read
and discussed and will serve as linguistic models and as a basis for
thematic discussion and composition. The study on texts of culture
will be intensified. Literary texts, as well as films and texts dealing
with current cultural and social activity in the francophone countries in
the Americas, will be studied. Pre-requisite: FREN 201 or Permission
of Chairperson
FREN 216 Reading and Writing Literary Texts
This new course, entirely taught in French, is aimed at students who
already completed the intermediate level and who wish to reinforce
and develop their aural comprehension, oral proficiency and writing
skills. The course has cultural and literary content that covers
not only productions from France but also from French speaking
countries, especially from Africa and the Caribbean. Students will
be exposed to short videos, films, short stories and text-readings
selected from the course textbooks and/or from the international
press written in French. They will discuss material in class and then
write short analytical essays on a particular topic. Written works will
be drafted, discussed and reviewed in class until a satisfying version
is obtained. The discussion and edition process will also apply to
oral presentations made individually or in pair on selected topics.
Although a review of certain key topics in grammar (particularly
the verb paradigm, including aspect and mode) will be done
systematically, most of the theoretical work on language will focus
on students writing competency. Pre-requisite: French 202. Four
semesters of college French, four years of high school French (with a
B average or better), or Permission of chairperson.
FREN 250 French and Francophone Culture in Paris
French and Francophone culture in Paris is the cultural part of our
study abroad program in Paris. It is a customized course that has
been created in the context of the study abroad to emphasize culture
by the means of having students actively involved in a research
project that will be undertaken before during and after their stay in
Paris. Students enrolled in this course will have the possibility to
choose a topic in one of the following French areas: Anthropology,
History, Literature, Performing arts, Visual arts and any other
discipline considered under a cultural angle. Pre-requisite: French
101 & 102 or Permission of chairperson
PORT/PORL 101 Portuguese I: An Introduction to the
Portuguese Language
This course offers an introduction to the Portuguese language. It
will focus on the development of the basic modalities of speaking,
listening, reading and writing. It is also an introduction to the
Lusophone world and to the Portuguese spoken in Brazil. This
course will be in Portuguese and requires the student use of the
language. Communication skills such as grammar, composition, and
oral comprehension of simple language structures will be developed
supplemented by exposure to other material in basic Portuguese.
Pre-requisite: None
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PORT 102 Beginning Portuguese II
This course is the second semester of the beginning sequence in
Portuguese (PORT 101 & 102). It is intended to continue to develop
the basic communication skills introduced at the previous level
and is designed to give students an ability to actively communicate
in Portuguese using all four language skills: listening, speaking,
reading and writing. The emphasis will be on basic oral expression
and listening comprehension and is reflected in all our classroom
activities. This course takes a highly interactive approach towards
presentation and practice of the language while integrating cultural
information and exchange. Pre-requisite: PORT 101
SPAN/SPAL 101 Beginning Spanish (closed to Spanish
speakers)
This course is an introduction to the Spanish language as a
mediumof communication, it will focus on the oral use of the
language with work also in written drills, grammar and composition.
One hour weekly attendance in the Language Laboratory is required.
Closed to native speakers of Spanish. Pre-requisite: None
Co-requisite: SPAL 101
SPAN/SPAL 102 Beginning Spanish II (closed to Spanish
speakers)
This course is a continuation of the materials covered in SPAN 101.
One hour weekly attendance in the Language Laboratory is required.
Pre-requisites: SPAN 101 and SPAL 101 or Permission of
chairperson
Co-requisite: SPAL 102
SPAN 151 Spanish for Bilingual, General and Special Education
Students I
This is an introductory course on theory and practice of the language
designed to prepare students in the Bilingual Education Programs
to perform their future professional duties effectively in Spanish. The
content and materials of the course will cover a variety of academic
subjects as well as the language itself. Students will read, comment
and write on a broad range of texts that will include major themes of
the literature, music, arts, humanities and history of Latin America
and Latino culture. Critical analysis of both discourse and content
of class materials will prepare students to write well reasoned
responses. The mechanics of reading and writing as well as the
organization of student compositions will receive special attention.
An effort will be made to study grammar using the students’ own
compositions to insure that the basics of orthography, morphology
and syntax are learned. Pre-requisite: The course will be open
to students who pass the placement test provided by the foreign
language faculty.
SPAN 201 Intermediate Spanish I
This course is a continuation and completion of the study of materials
covered in SPAN 101 and 102. Selected reading of modern texts.
One hour weekly attendance in the Learning Laboratory is required.
Pre-requisite: SPAN 102 or Challenge Examination
SPAN 202 Intermediate Spanish II
This course is a continuation of SPAN 201. Emphasis will be on
analysis, discussion, and composition based on the reading of
selected texts as an introduction to specialized literature courses.
Pre-requisite: SPAN 201 or Challenge Examination
SPAN 203 Spanish for Native Speakers I
This course is a review of pronunciation, spelling, and selected
aspects of the grammar that present special difficulties to the native
speaker. This course is designed for students who have a good
command of the spoken language but have had little or no formal
instruction. Pre-requisite: Permission of chairperson
SPAN 204 Spanish for Native Speakers II
SPAN 203 and 204 are a sequence. In SPAN 204, the student
continues the study of the materials introduced in SPAN 203.
Upon completion of both courses, the student will have acquired the
basic skills needed to use his/her native language effectively and to
proceed to major-level course work. Pre-requisite: SPAN 203 or by
SPAN 206 Introduction to Hispanic Literature
This course will explore the origins of Hispanic literature. Literary
forms and movements, collective attitudes and creative approaches
will be discussed in order to arrive at the basis for Spanish and
Spanish-American literature and culture. Representative works will
be read, analyzed, and discussed. The course will be conducted
entirely in Spanish. Required for more advanced literature courses.
Pre-requisite: SPAN 202 or by Permission of chairperson
SPAN 213 Conversation and Writing
This is a course designed to develop aural comprehension, oral
proficiency and writing skills of students with intermediate knowledge
of Spanish. Students will prepare and make oral presentations on
a variety of current topics on the basis of short videos, films, and
text-readings selected from the course textbook and/or from the New
York press written in Spanish. The process of class consideration
and discussion of each topic will help students write drafts and
compositions which, in turn, will be material of discussion and
editing in class. Although a review of certain key grammar topics
(particularly the verb paradigm, including aspect and mode) will be
done systematically, most of the theoretical work on the language will
be made on the basis of the difficulties shown by students’ writing.
The course will be conducted entirely in Spanish. Pre-requisites:
SPAN 202, SPAN 204, four semesters of college Spanish, four years
of high school Spanish (with a B average or better), or Permission of
chairperson.
SPAN 251 Spanish for Bilingual, General and Special Education
Students II
This is a continuation of SPAN 151. The general goals of SPAN 151
apply to this course. At the end of the course, students are expected
to speak, read and write, meeting the language expectations of a
standard speaker who is able to understand and use a variety of
language forms and styles pertinent to bilingual instruction across
a wide range of subjects and levels. Essays on art, music, culture
and the social sciences will be studied in class in order to use them
for class reading and writing purposes. An effort will be made to
include current materials relevant to the Hispanic population of the
United States. The study of Latin American literary texts, in particular,
will be stressed. Students will use expository prose to write well
organized essays that are pedagogically persuasive and free of
major grammatical errors. Pre-requisite: SPAN 216 or Permission of
chairperson
SPAN 315 Spanish Civilization
This course aims to give students a comprehensive overview of
Spanish civilization, including pre-Roman cultures and to consider
carefully selected works of art and architecture, music, and literature
that have informed the cultural consciousness of generations of
Spanish speaking readers. The notions that the multiple identities
emerging in modern Spain, with their own languages and cultures,
should be carefully considered. All regions essential common
historical, social, economic and cultural elements, and that the history
and culture of Spain will be studied in the context of the cultural
regions that have informed its identity, and constitute the guiding
purpose of the course. Pre-requisite: SPAN 216 or Permission of
chairperson
SPAN 316 Hispanic-American Civilization
This course aims to give students a comprehensive overview of
Latin American civilization, including pre-Columbian cultures and
to consider carefully selected works of art and architecture, music,
and literature that have informed the cultural consciousness of
generations of Latin Americans. The notions that the multiple
identities emerging in modern Latin America have essential common
historical, social, economic and cultural elements and that they are
all multicultural in fundamental ways will guide the study of all topics
in this course. Pre-requisite: SPAN 216 or Permission of chairperson
SPAN 320 Spanish-American Short fiction
Since the publication of Azul by Rubén Darío, Latin American fiction
has taken a leading place in Hispanic and world literature. The
decades of the twentieth century that follow Darío, and the rest
of the Latin American modernists writers, witnessed and array of
extraordinary fiction writers who incorporated European vanguardism
into works of fiction that were genuinely Latin American. In this
course, some of the most significant short fiction produced between
the publication of Darío’s masterpiece and the end of the XX
century will be studied. Works by Quiroga, Borges, Rulfo, Cortázar,
García Márquez and other seminal authors will be considered in
the context of the aesthetic, social and cultural movements in which
they originated. It is an aim of the course to consider particular texts
in relation to the most important theoretical tenets of the genre.
Although attention will be paid to scholarly work that will contextualize
the study of the selected works in all pertinent respects, the principal
goal of the course is to guide students to learn how to perform textual
analysis on the basis of careful consideration of selected texts.
Pre-requisite: SPAN 216 or Permission of chairperson
SPAN 350 Spanish-American Modernism
Special Topics in Spanish Peninsular Literature is an upper level
course designed to meet the special needs of upper-level students
in the F.L. programs. Its main goal is to offer an in-depth view of
an important literary trend, author, genre, or literary generation,
in Peninsular Literature. The members of the department have
considered the following possibilities as concrete course offerings:
Special topics in Poetry of the Middle Ages, Epic Poetry of the
Middle Ages, Prose of the Middle Ages, Special topics in Poetry
of theGolden Age, Golden Age Theater, The Picaresque Novel,
Cervantes: Don Quijote de la Mancha, Nineteenth Century Novel,
Galdós: Fiction, Poetry and Theater of the Generación del 98, Poetry
of the Generalción del 27, Peninsular contemporary fiction. Prerequisite: SPAN 216 or Permission of chairperson
SPAN 351 Spanish Poetry of the Golden Age
This course will analyze and help students to develop a
comprehensive understanding of the “Modernista” movement, whose
aesthetic and philosophical principles were dominant throughout the
literature of the Hispanic world at the end of the nineteenth century
and the beginning of the twentieth. “Modernismo” was primarily
concerned with reforming poetic language and experimenting with
rhythm, meter, and imagery. Its principles, however, also influenced
narrative fiction, fictional prose and the theatre. We will study the
most important manifestations of this renovation through the close
reading and analysis of Spanish American writers, with special
emphasis on José Martí, the precursor of the movement and Rubén
Darío, its guiding force. Pre-requisite: SPAN 216 or Permission of
chairperson
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Department of Mass Communications,
Creative & Performing Arts & Speech
Chairperson:
Clinton Crawford
718 270 5140 office
[email protected]
Office:
B-1007P
Faculty:
Dwayne Bynum, Beatrice Brathwaite
Clinton Crawford, Izell Glover, Verna Green,
Jimmy Jenkins, Alfred Johnson
Glen McMillan, Roman Mitchell
Moses Bernard Phillips, Iola Thompson
GENERAL INFORMATION
The mission of the Department of Mass Communications, Creative
& Performing Arts & Speech (MCCPAS) is to provide high-quality
instructions in the visual arts, dance, media, music, speech, and
theater which enable students to experience personal growth,
broaden their cultural perspectives, and develop the talents that
create opportunities for both graduate study and employment.
that traditional skills and disciplines not be overlooked, it is imperative
that we prepare our students for the merging of these disciplines
and technologies. The Department wants its graduates to experience
success; therefore, they must master and apply recent technological
advances.
ACADEMIC CRITERIA
Students must meet all proficiencies required by The City University
of New York. A minimum of sixty (60) credits is required for the AA in
Liberal Arts. Of these, twelve (12) credits must be from the MCCPAS
Departmental Courses and taken under advisement. A syllabus is
provided for each course. The student is required to adhere to the
flexible guidelines and requirements. The student must demonstrate
computer proficiency before being awarded the AA in Liberal
Arts degree. In this Department, a student is required to take at
least one year of a spoken language, other than his or her native
language. The majority of the faculty in our Department are teacher/
practitioners. Research is required in all of our courses. Reading,
writing, and speech are a vital part of our curriculum.
MCCPAS is an academic department in the School of Liberal Arts
and Education. It provides a wide range of interdisciplinary courses
in visual, sound, and performance media (art, dance, music,
speech, radio, video, and TV, film, acting, journalism and theatre
arts). Innovative approaches and pedagogies, including emerging
technologies, are used integrally to prepare the learner for quality
futuristic experiences that include the study of new technologies.
ACADEMIC STANDARDS
Students in the Department are expected to pass Mass
Communications required Core courses with a grade of “C” or better.
For graduation, a student must have an index of 2.0
The curriculum is structured to allow students to select or follow a
course of study in a particular subject area or to diversify. In addition
to the course offerings, the Department has planned enrichment
activities for learners in laboratories, internships, gallery visits,
exhibitions, workshops, seminars, and performances. Information
regarding these activities is available in the MCCPAS offices. Further,
the department produces its own collaborative performances, a forum
for national and international visits, exchanges, and presentations,
encouraging education in, and sensitivity to, the cultures of a variety
of peoples. Other opportunities for learner development are provided
through networking, membership in professional associations, groups
and societies, as well as with community based organizations .
The course traces the artistic and philosophical aspects of World
Art as they relate to selected cultural periods from Ancient African
Art, the Italian Renaissance, French Impressionism, 20th Century
Modernism, and African American Art. Pre-requisite: None
The Department offers an Associate of Arts Degree (AA) in Liberal
Arts. The A.A. Degree in Liberal Arts requires completion of 60
After successfully completing the course of study leading to this
degree, students usually:
1. pursue a BA degree in a Department at Medgar Evers College
that gives a degree in a related area,
i.e. Business, Public Administration, Education, Psychology; or
2. enroll in the CUNY BA Program; or
3. Enter the workforce
COURSE DESCRIPTIONS
ART 109 Creative Expressions in the Visual and Performing Arts
This studio course combines three creative areas: the visual arts, the
performing arts, and creative writing. Students may create works of
art through the media of sculpture, painting, drawing and utilization
of ancient designs or traditional principles. Presentations will be
determined by the students’ interest and performance talent (song,
dance, music, acting, spoken word or traditional language).
Pre-requisite: ART 100
ART 151 Basic Design
This is a fundamental design course with the primary emphasis
on two-dimensional design as it relates to space, balance, line,
composition, color contrasts, etc. The course offers an introduction to
a variety of art techniques and media. Pre-requisite: ART 100
The Department seeks to prepare our students for the new digital
world that is being created by the converging of all the subjects that
are taught in our department with technology. While it is important
Department of Mass Communications, Creative & Performing Arts & Speech
ART 160 Art Education for Teachers
Geared for prospective teachers in the elementary school; this is
a combined lecture/studio course using the creative experience as
a vehicle for growth and development. The student learns how to
correlate the visual arts with interrelated subject matter, such as
reading readiness skills and other content areas.
ART 210 Printmaking Etching
This is an introductory studio course in the techniques of intaglio
printing on metal plate. It includes the techniques of engraving, dry
point, aquatint and soft grounds. Also lithographic techniques in
printmaking will be taught using the conventional medium of stone
and plate as well as computer based application.
ART 200 Afro-American Art History
History and analysis of Afro-American Art from the Colonial Period
in America through present-day Contemporary Art will be covered.
Analysis will include the contributions of Black artists to the
mainstream as well as the Black Aesthetic in American Art.
ART 282 Lettering and Design
This course acquaints the student with the basic execution of
lettering and typography as well as the elements of basic layout for
advertising. Pre-requisite: ART 100 or Permission of chairperson
ART 201 African Art History
This course traces the development and philosophical aspects of
African Art forms, the Nok Culture of 300 B.C. through the Classic
Benin-life Periods to present Contemporary African Art forms of the
Twentieth Century. Museum trips are an integral part of the course.
ART 203 Ceramics
This is a studio course in the study of clay and its nature and
potentialities as related to ceramic arts. Various methods are covered
for pottery making, coil and slab building, firing and glazing.
Pre-requisite: ART 100 or permission of chairperson
ART 205 Sculpture
A studio course designed to introduce the student to basic sculpture.
Emphasis is on assemblage, mold making, casting and woodcarving.
Pre-requisite: ART 100 or permission of chairperson
ART 207 Drawing and Painting
This combined studio and art analysis course includes drawing, pen
and ink, conte crayon, charcoal, water color, wash, and oils. Students
must complete one oil painting during the semester. Lectures will
cover Contemporary Art forms. Special projects and gallery trips are
an integral part of the course. Pre-requisite: ART 100 or permission
of chairperson
ART 208 Painting Techniques
This is an advanced exploratory studio and lecture course designed
to intensify painting in oil, acrylics and water color. Lectures will cover
contemporary art forms. Special projects and gallery trips are an
integral part of the course. Pre-requisite: ART 207 or permission of
chairperson
126
ART 283 Advertising Design
The purpose of this course is to familiarize the student with the
basic principles of design in relationship to commercial art. The
student acquires the tools to execute projects relating to design and
production. Pre-requisite: ART 282
ART 299 Independent Study
This independent study is designed to give students intensive
work in a major area. Study, research and projects are developed
individually between the student and the faculty member who will
guide the study. Not open to first semester freshmen. Pre-requisites:
Completion of 6 Credits, or its Equivalent, in the Major Area and
ART 301 Computer Graphics
This course addresses the major techniques of digital visual
processing. It includes digitization of still and motion media, digital
movie and sound editing, developing 3-D animated movie, transition
effects, elements of 3-D modeling, vector based animation, Web
interactive scripting, Web front ends design and Web broadcasting.
ART 315 Ancient Egyptian Art and Culture
This course focuses on the visual arts, architecture and culture of
the ancient Nile Valley culture specifically Egypt, from “pre-dynastic”
to dynastic period. ART 315 shall concentrate on architecture,
freestanding sculpture, temple wall reliefs and tomb painting and
reliefs. Pre-requisite: ART 100
ART 403 Advanced Graphics
This course addresses the techniques of digital visual processing,
including digitization of still and motion media, digital movie and
sound editing, developing of 3-D animated movie transition effects,
elements of 3-D modeling, vector based animation and WEB
interactive scripting, WEB front ends design, WEB broadcasting.
DNCE 100 Introduction to Modern Dance
This theory and practice course which focuses on the basic elements
of modern dance includes an understanding of movement techniques
and improvisation. Pre-requisite: None
DNCE 200 Movement Education Rhythmic Analysis Technology
This course prepares elementary school teachers, and other
interested individuals, in the approaches and techniques of applying
rhythms to dance movement. Students will learn how musical counts
are divided and how to design movement for classroom settings.
Pre-requisite: None
DNCE 202 Liturgical/Sacred Dance
The course provides a historical overview of religious dance. It will
introduce students to dance movement that is specific to sacred
dance. The differences between sacred and secular dance will be
explored. Pre-requisite: None
DNCE 251 African Dance I
This course provides a survey of the cultures, lifestyles and
traditional dances of West Africa. It will focus on various movements,
step patterns, rhythms, forms, styles, and accompaniments used in
traditional West African Dance. Pre-requisite: None
MASS 473 Black Creative Arts
An examination of the creative impulse as experienced and
expressed by African descendants in the New World with particular
reference to the United States. An exploration of the creative arts:
music, dance, visual art, literature, film and theater is an integral part
of the course. Pre-requisites: ENGL 150
MED 150 Mass Communications: Contents, Structure, and
Control
This course covers the analysis of the nature and impact of mass
communication in society; a study of its development, structure,
function and control. Pre/Co-requisite: ENGL 112
MED 160 Introduction to Film
This basic course seeks to relate the history, theory and aesthetics
of the film medium to the sociological, economic, political and
psychological needs and consciousness of the community. A sensory
approach to the cinema combined with an awareness of the potential
for film productions and criticism will be utilized in the analysis of
numerous short films and features. Where appropriate, guest lectures
will be utilized. Pre-requisite: ENGL 112
DNCE 262 African Dance II
This course is a continuation of the basic course in African dance.
Emphasis will be placed on selected choreographed routines of
various traditional West African dances. Pre-requisite: DNCE 251 or
MED 180 Introduction to Broadcasting
This is an introduction to the history and development systems of
radio and television broadcasting and a study of the economic and
social structure and functions of stations and networks, and the
laws and codes regulating broadcasting. Organization of regulatory
and qualifying agencies will be explored; pending legislation will be
examined. Students will learn how to operate basic equipment, write
scripts, and produce simple productions. Pre-requisite: None
DNCE 272 Theory and Philosophy of Creative Dance for the
Classroom Teacher
This course prepares elementary school teachers in the theory,
philosophy, approaches, and techniques of teaching creative dance
movement to children of all ages and levels. It will involve various
elements of creative dance to guide children in creative movement
experiences which will help them develop cognitive, emotional, and
physical skills. This course is especially for teachers of subjects other
than dance. Pre-requisite: DNCE 251 or Permission of chairperson
MED 241 Radio Production
This is a lecture-demonstration-studio course in which the student will
learn the use and function of equipment and microphone techniques,
research techniques, script writing, talent selection, contracts,
copyright procedure, sound effects, performing, station management,
logging traffic, and program continuity. Participation at the College
or local radio station will be required in addition to activities at the
University’s studios. Pre-requisites: MED 150 and MED 180 or
MASS 400 Independent Studies in Mass Communications
This course of study centering on a project in the major area,
incorporates content and depth not possible in regular course
offerings. With the prior approval of a faculty supervisor, the student
will undertake a project, which will constitute the semester’s work.
One weekly conference is required. Option in Art, Dance, Media,
Music, Speech. Pre-requisite: Permission of Chairperson
MED 242 Advanced Radio Production
A continuation of Media 241. Students will learn to develop more
complicated scripts (including drama) and production techniques.
Each student is required to produce a quality show for consideration
by a station. Participation at the College and/or local radio station will
be required. Pre-requisite: MED 241 or Permission of chairperson
MED 292 Workshop in Media Writing I
Students will develop skills in gathering data and writing scripts
for radio, television, and film. They will gain experience in scripting
shows using the College facilities, and specimen scripts will be
available for community programs. Pre/Co-requisite: ENGL 150
MED 297 TV Production
Students will be given lecture demonstrations and practical studio
experiences in the various aspects of television production. They
will develop and participate in projects that focus on producing,
performing, script writing, studio operations, sets, lights, scenery,
graphics, sound, special effects, etc. Experiences in production at
community television and CATV stations as well as those of the
CityUniversity of New York will be required. Pre-requisite: MED 180
or Permission of chairperson
MED 298 Advanced TV Production
Continued experience in TV production using more advanced
equipment, techniques, independent research, script writing and
experimental productions. Pre-requisite: MED 297
MED 299 Independent Study
3-6 credits
Independent study is designed to give students intensive work in the
Major area. Study, research, and projects are developed individually
between the student and the faculty member who will guide the
study. Not open to first semester freshmen. Pre-requisite: Completion
of 6 Credits, or its Equivalent, in the Major Area and Permission of
chairperson
MED 300 Internship
This is a course involving the practical aspects of radio and/
or television and/or film in which projects concerning a particular
medium become the work of the students in their specific area of
interest. Students will be assigned to a radio, television, or film
production studio for practical “on-the-job” work experience. An
approved agreement between student and professor will be required.
Pre-requisites: MED 150 and MED 180 or Permission of chairperson
MUS 100 Introduction to World Music
This course covers an overview of Western, African derived, and
other selected non-Western music. Particular attention will be paid
to the following: the elements of music, the role of music in society,
aesthetics, and syncretism. Students will be required to attend
musical performances. Pre-requisite: None
MUS 103 Rudiments of Music
This piano performance course utilizes the keyboard as a vehicle
for studying the fundamentals of music, including notation, rhythm,
scales, keys, interval formation and triads. Pre-requisite: None
128
MUS 104 Basic Musicianship
This course provides ear training in meter and rhythm, major and
minor mode, intervals, chords and melody. Pre-requisite: MUS 103
MUS 105 Voice
Fundamentals of breath control, posture, tone production, and
articulation will be covered. There will be group instruction for non
majors. Pre-requisite: Permission of chairpersonMUS 106 College
Choir I
Exploration, study and performance of choral musical literature I.
Pre-requisite: None
MUS 107 College Choir II
Exploration, study and performance of choral musical literature II.
Pre-requisite: None
MUS 109 College Choir IV
Exploration, study and performance of choral musical literature IV.
Pre-requisite: None
MUS 110 Piano I
This course provides class instruction on the fundamentals of
piano playing. Designed to enable the student to play easy piano
selections, to sight read and to improvise at the keyboard with basic
chords. Pre-requisite: Permission of the chairperson
MUS 111 Piano II
A continuation of MUS 110, this course concentrates on the
performance of easy, well known selections, transportation, and
elementary accompaniments. Pre-requisite: MUS 110 or Permission
of chairperson
MUS 120 Cultural Diversity in Music I
This course offers an exploration of the musical cultures of
specific peoples through lectures, discussions, observations of live
performances, and other scheduled events. The cultural, sociological,
and historical forces that shaped this music will be explored. The
themes will be: African Tribal Music, Dance and Protest Music,
including Calypso and Reggae. Pre-requisite: MUS 100
MUS 121 Introduction to Music Technology
This course is designed to allow all students pursuing an interest
in the music industry, an understanding of the current operating
systems, hardware, and software added to the comprehensive
study of music technology from MIDI, sound generation, computer
assisted instructions, digital recording, sampling, music scoring and
composing. The course is a practical reference source for students
using the computer to arrange or compose music to set up a music
technology studio. Also, students will be exposed to elements of
music theory, which includes circle of fifths, scales, key signatures,
melody, harmony and chord progressions.
Pre-requisite: MUS 100 or Permission of the chairperson
MUS 204 History and Literature of Jazz
This course offers a critical examination of the history and literature
of jazz from its roots in the folk songs of Black Americans to the
present time. Particular attention paid to sociological background of
the music, and the experiences of musicians (their life styles and the
ensuing effects on musical styles).Pre-requisites: MUS 100 Pre/Corequisite: ENGL 112
MUS 215 Ensemble
This is a study of music for small, intermediate vocal and
instrumental groups through rehearsal and performance of works in
various styles. Pre-requisite: Permission of chairperson
MUS 217 Elementary Band Instruments
This is a performance course using music for homogeneous
instruments. Materials used will be selected in accordance with the
interests and ability of the students. Pre-requisite: Permission of
chairperson
MUS 224 College Band I
The exploration, study and performance of musical literature written
for band. Pre-requisite: Permission of chairperson
MUS 225/226/227 College Band II, III, IV
A continuation of the exploration, study and performance of musical
literature written for band. Pre-requisite: None
MUS 234 Music Theater Workshop
Students will be introduced to all aspects of music theater production
including staging, directing, acting, accompanying and visual arts, to
culminate with a public performance. Pre-requisite: None
MUS 241 Music Materials I
Harmonization of melodies using fundamental triads and their
inversions. Introduction of the dominant seventh chord. Writing in
piano style. Original exercises. Parallel sight singing and diction.
Pre-requisite: None
MUS 242 Music Materials II
4 credits; 4 hours
Continuation of Music Materials I. Four part harmony and piano style
writing secondary sevenths and inversions and figures bass. Analysis
of folk, jazz and classical examples is an integral part of the course.
Parallel ear training. Pre-requisite: MUS 241
MUS 250 Steel Pan/Band I: Beginners
This course will offer a brief study of the history and culture of the
area in which the Steel Pan originated, an overview of the history
of the Steel Pan, and its struggle for survival and the significant
role it plays in the world today. The students are taught the basics
of playing the Steel Pan and how to play the Pan by ear and notes.
They participate in making/tuning a Steel Pan. Guest performers are
invited. Field trips to concerts are required. Pre-requisite: MUS 100
MUS 251 Steel Pan/Band II: Intermediate
This is an intermediate course in playing the Steel Pan. More
complicated tunes are taught. The course is open to students who
have taken Steel Pan I or who can demonstrate that they have had
former training and successful experiences in playing the Steel Pan.
Music of diverse cultures is taught; showmanship training is included.
The learners are required to go on field trips in order to be exposed
to professional presentations. Pre-requisites: MUS 100 and MUS 250
MUS 270 African Caribbean Drumming I: Beginners
This is an introductory course to drumming with emphasis on African
and African Caribbean drumming. The learners are introduced to the
history of drumming and its cultural impact on Africa and the African
Diaspora. They receive basic hands-on-training. They are taught the
ethics involved in making and handling a drum. They are taught how
to use the mind, body, and hands in playing many rhythms. Guest
professional drummers add enrichment to the learners’ experiences.
Pre-requisite: MUS 100
MUS 271 African Drumming II: Intermediate
This is an intermediate course in African drumming and African
drumming in the Diaspora. Advanced exercises are given based on
the learning experiences students had in Drumming I or from prior
experiences. The drummers are taught how to accompany other
instruments. The focus is on the conga drum. Other percussion
instruments are introduced. The students are taught how to play
in a drum ensemble. They are given playing experiences with
professional drummers and bands. At least two field trips are
required. Pre-requisite: MUS 270
MUS 299 Independent Study
This independent study is designed to give students intensive work in
a major area. Study, research and projects are developed individually
between the student and the faculty member who will guide the
study. Not open to first semester freshmen. Pre-requisite: Completion
of 6 Credits, or its Equivalent, in the Major Area and Permission of
chairperson
MUS 318 Music Sequencing I
This course is designed to introduce students to the first level of
the recording process. In this production or preproduction stage,
the student will understand basic computer recording procedure.
Also, they will understand the fundamentals and models of music
software, such as Reason, Pro Tools and Sibelius. Students will
learn M.I.D.I. and will be assigned projects that will entail composing
and transcribing different musical styles using the various MIDI
sequencing software and models. Lab hours will be required for this
course. Pre-requisite: MUS 121 or Permission of chairperson
SPCH 121 American Sign Language I
This course is a continuous study in the fundamentals of American
Sign Language (ASL) with particular attention to the grammar of the
language and the culture of American Deaf Persons. This course
will create a solid foundation of basic conversational skills and the
essentials and grammatical principles of the language. Students
will participate in exercises to develop skills which are significant to
the visually-based language. Lab assignments and field trips are
required. Pre-requisite: Pass CUNY ACT or Exit Developmental Skills
Courses
MUS 319 Music Sequencing II
This is an in-depth course on music sequencing covering software
and software models, such as Logic, Pro Tools, Reason and
Sibelius, building on the student’s strong sense of musicianship.
Logic, a strong midi and audio sequencing program, and Sibelius,
a dedicated notation software, will be used to instruct students on
composition and notation. As a result, students will learn to compose,
transcribe and edit M.I.D.I. and audio files. Pre-requisite: MUS 318 or
SPCH 122 American Sign Language II
This course is continuous to the study of the fundamentals of
American Sign Language (ASL) I with particular attention to the
grammar of the language and the culture of American Deaf Persons.
Pre-requisite: SPCH 121
MUS 407Music Synthesis
This Sound Design will prepare students for the currently developing
fields in music production, such as sound or music for video games,
commercials, television and movies. Students will apply the principles
of envelopes and filters to achieve an assigned sound or effect.
These newly formed sounds will be applied in the use of video and
audio and midi sequences, such as new sounds or effects created
for a one minute commercial. This is a project based class with two
exams, midterm and final. All students must produce nine sound
design sequencing projects. Pre-requisite: MUS 319 or Permission of
chairperson
MUS 409 Music Recording
This class is a thorough comprehensive lecture and lab on analog
and digital recording and its procedures. This course enables
students to understand and function in a recording studio. Subjects
covered involve signal flow, analog processors, mixing boards,
cable management, microphone design and placement and room
acoustics. Pre-requisite: MUS 319 or Permission of chairperson
SPCH 102 Fundamental of Speech
This is a workshop and lecture course designed to develop
communication skills, competencies and values. Research, speech
outlining and development, voice and diction, listening skills,
vocabulary development, and audience analysis are included.
Speeches, group discussions, and other oral presentations such as
reading aloud, prose, poetry, and choral speaking are presented.
Pre-requisite: None
130
SPCH 202 Voice and Diction
This course is a laboratory course designed to improve oral
communication by improving the skills of the speaking voice. The
following are provided: analysis of needs and abilities, a study of the
speech mechanics with exercises for phonetics, vocal improvement,
training in pronunciation, articulation, vocabulary development,
and the development of basic skills in speech making and oral
interpretation of literature. Pre-requisite: SPCH 102
SPCH 205 Introduction to Theater
This course is designed to familiarize students with the history and
role of the theater in various societies at different periods, including
the contemporary. Students will become acquainted with the
elements of the theater and their related functions.
Pre-requisite: None
SPCH 207 Acting I
This is an introductory course designed to acquaint the student with
various experiences in basic acting techniques and to equip him/her
with skills needed to function competently on stage. Pre-requisite:
SPCH 102
SPCH 208 Acting II
This is a continuous course in acting with emphasis on character
development through scene study. Students will locate the problem of
the play and discuss how each character relates to it. Each student
will consider how he can best identify with his character as presented
by the author. Participation in scenes and plays of progressive
complexity, and theater attendance are required.
Pre-requisite: SPCH 207
SPCH 221 American Sign Language III
This is an intermediate course in American Sign Language designed
to strengthen the foundation of basic conversational skills and
increase the learners’ command of the language. Pre-requisite:
SPCH 122
SPCH 222 American Sign Language IV
This is an advanced course in American Sign Language taught in
an environment in which hearing-impaired individuals’ interpretation
skills are introduced. Pre-requisite: SPCH 221SPCH 297 Theater
Workshop
This workshop provides practical experience in all aspects of theater
production. Each student will be strengthened in the areas in which
he exhibits talent and interest. Pre-requisite: SPCH 205 and 207 or
SPCH 299 Independent Studies
This is for students who wish to do independent projects under the
supervision of a member of the faculty. By permission only, after the
approval of a written proposal. Completed final project required.
Department of Philosophy and Religion
Chairperson:
Gary Seay
718 270 5031 office
718 270 4828 fax
[email protected]
Office:
B-1007Q
Faculty:
Michael Fitzgerald, Sheila Gilliams
Vivaldi Jean Marie, Gary Seay
GENERAL INFORMATION
The mission of the Department of Philosophy and Religion is to educate students to be leaders and engaged citizens who are committed
to creating positive change and who are able to successfully pursue
a number of rewarding roles and careers.
PHILOSOPHY
The study of philosophy fosters critical, analytic reasoning skills that
are part of the intellectual armament of an educated person. Its
successful student will be a tough-minded thinker who is able to
devise for him/herself a consistent worldview in which knowledge
from other disciplines and knowledge from life experiences are put
together in a coherent system. The study of philosophy will also
acquaint students with the great ideas that have been central in
the development of human culture over the past 25 centuries. But
philosophy is not simply a collection of doctrines. Rather, it is a set
of great controversies over fundamental questions - for instance,
about the nature of mind, meaning, truth, knowledge, and value - and
the method of conceptual analysis we use to clarify the terms of our
thinking about them.
DEPARTMENTAL ACADEMIC CRITERIA
Students must meet all requisite CUNY proficiencies. A minimum of
sixty (60) credits is required for the A.A. in Liberal Arts. Students are
required to adhere to all course guidelines and requirements as set
forth in departmental syllabi.
ACADEMIC STANDARDS
Students in the Department must pass Philosophy and Religion’s
required Core courses with a grade of “C” or better. For graduation,
a student must have an index of 2.0 in his/her major.
B.A. in Religious Studies
The Department offers a B.A. degree in Religious Studies. The B.A.
Degree in Religious Studies requires completion of 120 credits. The
120 credits of the program are distributed as follows:
B.A. - Religious Studies
REVISED PROGRAM
FIXED/REQUIRED CORE
Course
Course Title
English Composition
132
Credits
3
3
MTH 115
3
BIO 101
OR OR
PHS 101
3
TOTAL
12
FLEXIBLE CORE
3
HIST 200
ART 100
3
MUS 100
3
SSC 101
3
Scientific World
BIO 211
3
TOTAL
18
COLLEGE OPTION
12
TOTAL
12
MAJOR & ELECTIVES
PHIL 101
Intro to Logic
3
PHIL 201
Intro to Ethics
3
REL 101
Intro to Study of Religion
3
REL 102
Survey of Religious Experience
3
REL 111
Comparative World Religions I
3
REL 112
Comparative World Religions II
3
REL 211
History of Religious Thought
3
ANTH 201
The Nature of Culture
3
REL 312
Sociology of Religion
3
REL 402
Women & Religion
3
REL 421
Research Methods in Religious Studies
3
REL 450
Traditional African Religions
3
REL 499
Field Experience/Internship
3
REL 500
Senior Seminar
3
Departmental Electives: 24 Credits
REL 301
The Bible & Hermeneutics
3
REL 340
History of the Interfaith Movement
3
REL 342
Muhammad & The Foundations of Islam
3
REL 490
Islam Post 9/11
3
PHIL 211
Political Philosophy
3
PHIL 212
Modern Philosophy
3
ECON 302
Urban Economics Development & Community Development
3
Free Elective
3
Students must choose one area of interest from Philosophy and
Religion or Religion and Social Justice: 12 Credits
12
TOTAL
78
GRAND TOTAL
120
Philosophy & Religion:
PHIL 301
Black Philosophical Thought
3
PHIL 330
Philosophy of Religion
3
REL 321
Buddhism & Hinduism
3
REL 322
Contemporary Issues in Religious Thought
3
Religion & Social Justice:
REL 333
The Role of Religion in Conflict Resolution
3
REL 351
Religious Ethics
3
REL 371
Caribbean Religions & Social
Justice Movements
3
REL 410
The Role of the Church in the Black Community3
COURSE DESCRIPTIONS
PHIL 101 Introduction to Logic
This is a course designed to help students who are beginning
college to acquire basic skills necessary for critical thinking. Critical
thinking is fundamentally concerned with analyzing and evaluating
“arguments.” The term “argument” as it is used in logic means
somewhat different from what it means in everyday conversations.
Thus, we will begin with explicating what an “argument” means in
logic. One major part of evaluating arguments will be an examination
of various sorts of fallacies (both deductive and inductive fallacies).
By the end of semester, students will be equipped with skills and
methods required for differentiating logically valid/strong arguments
from fallacious/erroneous arguments. Co-requisite: ENGL 112
PHIL 200 Introduction to Ethics
This course aims to introduce students to central topics in moral and
ethical theories. We will start off with the famous question raised
by Plato long time ago: Why should be moral? By examining some
purported answers to this question, we will launch into an area of
moral philosophy which is so-called “normative ethics”. The major
concern of normative ethics is to establish a coherent system of
ethical theory from which we can infer the rules or the principles that
can guide our moral decisions (such that when we are faced with an
ethical question, we can apply those rules to our moral decision).
Though this course is largely concerned with theoretical aspects
of moral questions, some pressing questions on morality in our
days won’t be ignored. So, we will apply ethical theories to more
practical issues such as euthanasia, abortion, cloning and stemcellresearch, decision procedure in corporate business, racial/
sexual discriminations in work places, and ethical questions raised in
cyberspace and technology. Pre-requisite: None
PHIL 201 Introduction to Ethics and Social Philosophy
This course is an overview of the field of religious social ethics. This
survey of religious social ethics necessitates a brief examination of
doctrine, western religious and social thought. Our task is to discover
how people, past and present, engage (d) in ethical reflection, moral
reasoning, social critical analysis, and ethical action for the just
resolution of social conflict. Of particular interest is an examination
of the West’s historic understandings of morality, ethical actions,
institutions, culture, society, the “poor,” and the state. Pre-requisites:
PHIL 101 and ENGL 150
PHIL 211 Political Philosophy
This course is a comprehensive introduction to the major topics in
political theory. Political theory is concerned with the fundamental
questions of public life. It explores the philosophical traditions that
have formed questions such as: What is the nature of political
authority? What should be the relationship between individuals and
states? What are the obligations and responsibility that citizens
owe to one another?, What are the limits of freedom? When may
government act against the will of a citizen? What characterizes a
good government? What is the purpose of government? And so on.
In answering these questions, political philosophers have tried to
establish basic principles that will, for instance, justify a particular
form of state, show that individuals have basic inalienable rights, or
tell us how a society’s basic material resources should be shared by
its members. This constitutes analyzing and interpreting a few basic
concepts – “authority”, “liberty”, “freedom” and “justice.” Theories
on these basic concepts are with a remarkable diversity, and there
are two reasons for this. First, methods and approaches used by
political philosophers reflect the general philosophical tendencies (for
instance, epistemological and ethics theories) of their epoch. Second,
the political philosopher’s agenda is set up by the pressing political
issues of his day. In this course, thus, we will examine and compare
not only political theories propounded by various philosophers but
also see how those theories have been applied to the pressing
issues of relevant social and political surroundings. Pre-requisites:
ENGL 150 and PHIL 101
PHIL 212 Modern Philosophy
The “Modern” period in philosophy extends from approximately
the 16th – 17th centuries. This period in the history of philosophy
is distinguished from the Ancient and Medieval periods in
number of important ways. The emergence of the new science,
championed by Copernicus and Galileo, inspired and changed
the world views of philosophers in this period. This period is also
marked by the advancement of new technology, the reformation
and religious pluralism, and the search for the foundation of
knowledge. Particularly, Descartes, who is justly regarded as the
father of modern philosophy, created the theory of knowledge,
epistemology, as a separate discipline within philosophy for the first
time. Previously, a theory of knowledge had been treated as falling
under Aristotle’s logical work, but with Descartes, epistemological
questions came to the fore. Thus the modern philosophy has been
driven by the questions about knowledge, and that has been the
starting point of those two dividing traditions—rationalism and
empiricism. In this course, we will examine and criticize the writings
of some primary figures falling under the traditions of rationalism and
empiricism respectively: for example, Descartes, Spinoza, Leibniz,
Locke, Berkeley, Hume, and Kant. Arguably, Kant is considered
as the most important philosopher in modern philosophy, and his
influence has had a profound impact on almost every philosophical
movement followed him. Kant’s philosophy, however, cannot be
properly appreciated without understanding those two philosophical
movements in modern philosophy, i.e., rationalism and empiricism.
In this course, we will focus on the works of philosophers belonging
to those two traditions, and see how Kant tries to overcome the
shortcomings of those two traditions. Pre-requisites: ENGL 150 and
PHIL 101
PHIL 214 History of Modern Western Philosophy I:
Rationalism, Empiricism and Kant
History of Modern Western Philosophy I: Rationalism, Empiricism,
and Kant surveys the key writings of seminal western philosophers
of the 17th and 18th centuries, including works by Rene Descartes,
Baruch Spinoza, and G. W. Leibniz (the so-called Continental
Rationalists); Francis Bacon, Thomas Hobbes, John Locke, George
Berkeley, and David Hume (the so-called British Empiricists); and
Immanuel Kant, whose epic synthesis of the two competing traditions
closes the era. Starting from the great questions that moved the age
(What can we know? What is mind? What is matter? Is there
free will? Does God exist?), the course situates the philosophical
responses within the new conceptions of science, religion, politics
and morals which emerge in the early modern period and focuses on
epistemology (the theory of knowledge) and metaphysics (the theory
of the ultimate nature of being). Pre-requisites: ENGL 150 and PHIL
101
PHIL 301 Black Philosophical Thought in the Twentieth Century
Students will engage in philosophical reflection on a range of
questions that arise from the experiences of black people in the
United States and throughout the African Diaspora. Topics to be
covered will include the complexities of black identity, theories of
racism, the significance of Africa and its Diaspora, gender and
sexuality, and the role of the arts in black liberation struggles.
Pre-requisite: PHIL 101
PHIL 330 Philosophy of Religion
The primary purpose of this course is to explore classical issues in
the philosophy of religion, such as the reality of God, the problem of
evil, religious language, life after death, and the pluralism of religious
traditions. Discussion focuses on proofs for and against the existence
of God and various critiques and defenses of religious belief in
general. The course will also explore how the claims of European
thinkers translate into the African-American experience of religion.
Pre-requisites: ENGL 150 and REL 101
REL 101 Introduction to the Study of Religion
Introduction to the Study of Religion (ISR) is the foundational course
for all religion majors in the Department of Philosophy and Religious
Studies. Therefore this course is an introduction to several of the
major thinkers and themes within the history of the academic study
of religion. Students will acquire a working vocabulary of key terms
that are required for study of religion. Alongside of developing the
necessary vocabulary of the field, students will also be challenged to
expand upon what they currently understand to be “religion.” Finally,
students will also be expected here to develop the ability to utilize
appropriate theoretical tools in the study of religion to interpret “real
world” encounters with religious phenomena.
134
REL 102 Survey of Religious Experience
Survey of Religious Experience (SRE) is an introductory course
required of all religion majors in the Department of Philosophy and
Religious Studies. The aims of this course are twofold. First, the
course will introduce students to the debates in religious studies
regarding the nature of religious experience and the limits of
academic efforts to document such phenomena. Second, students
will learn the primary sources (from a range of literary genres) that
document accounts of religious experiences from a range of cultural
and historical contexts. Pre-requisite: ENGL 150
REL 104 Leadership in the Urban Context
This course provides the critical analysis and intellectual examination
of leadership. The course is designed to integrate and synthesize
various leadership modalities through open discussion, honest selfassessment, experiential exercises, and participatory observation of
real life leadership in practice. Pre-requisite: REL 101
REL 111 Comparative World Religions I
This course is designed to introduce students to the major religions
of the world. Although the title of the course is comparative religion,
the conceptual framework, and philosophical approach will not be
comparative but will lend itself to engaging in an analysis which
is centered in the epistemological and ontological framework of
the respective traditions. Each religion and or spiritual tradition
will be studied based on its own social, historical, and theological
developments and trajectories. An integral aspect of the course
will be visits to holy sites, including mosques, temples, and sacred
shrines. Students will be required to conduct a field research project
in which include oral histories, and ethnographies of self identified
practitioners of these major traditions. Pre-requisite: ENGL 150
REL 112 Comparative World Religions II
The Comparative Religion II course is designed to build upon
students religious’ and spiritual literacy and foundational knowledge
of the world’s major religions that they were introduced to in
Comparative Religion I. The Course will move beyond the old
paradigm of a comparative approach and engage in the literature
on religious pluralism and praxis. The course will expand students’
understanding of the major religions and spiritual traditions, focusing
on the American landscape. Moreover, students will be exposed
to a critical examination of the world’s major religious and spiritual
traditions as they have taken shape in America. This course will
provide students with the tools to critically analyze the major religious
and spiritual traditions and their attendant challenges as they attempt
to apply their beliefs and practices in the American context. The
course will chronicle the historical development of these religious
and spiritual traditions, looking for differences and similarities, which
inform our understanding of their respective theological teachings
and practices and the way in which they grapple with notions of
identity. Pre-requisite: ENGL 150
REL 201 Anthropology and Religion
This course provides a limited overview of anthropological theories
related to the study of religion. It focuses upon understanding
religious practice from a cross-cultural perspective, with attention
to myths, ritual and symbolism. Within that purview, the course
will examine the uneasy relationship of ethnocentrism to religious
diversity. This investigation proposes to offer a different way of
looking at the role of religion in people’s lives. The course will also
explore religious expressions that have received critical evaluation in
popular opinion, and place them within the context of new religions,
revitalized movements, cargo cults and/or charismatic.
REL 211 History of Religious Thought: The Interfaith Movement
Although conversations and debates between various religions and
spiritual traditions have transpired gone on for centuries, the interfaith
movement formally began in 1893, organized by the Parliament for
World Religions in Chicago. For the first time in history, religions
and spiritual traditions came together for the purpose of establishing
better communications and cooperation among the world’s religions.
The Parliament continued its efforts to engage the world’s religions
and spiritual traditions in interfaith dialogue. Although it was not
until 1993 that the Parliament convened its second meeting,
interfaith dialogues and multi-religious programs and activities were
initiated by various religious organizations locally, nationally, and
internationally. Most of the early interfaith activities were organized
by Christians, particularly the Roman Catholic Church, who, after
the Second Vatican Council and Nostra Aetate in 1965, called for
“all to forget the past” and officially recognized Muslims as “those
who worship God,” and instructed all of its churches to engage in
dialogue with Muslims as well as with Jews. Additionally, it was
the World Council of Churches who established the “guidelines for
dialogue with Muslims” in 1971. Thereafter, all of the world’s major
religions initiated interfaith programs, including many of the traditional
indigenous faith groups and organizations. This course is designed
to study that history. Students will be required to study the major
interfaith organizations that constituted the foundation of the interfaith
movement. Additionally, students will research and analyze the
various edicts, theological documents, and formal decrees of those
organizations which were pivotal in facilitating interfaith dialogue and
collaboration. Pre-requisites: ENGL 150 and REL 101
REL 301Traditional African Religions
This course is designed to introduce students to some of the
central aspects of African Traditional Religion(s) presented in
selected, influential studies by African scholars of religion. Utilizing
interdisciplinary and multi-methodological approaches, we will
examine the profile of religious plurality in Africa and pursue reading
in the literature of the field. Pre-requisite: ENGL 150
REL 303Malcolm Islam/Black Masculinity
This course will map the social and historical development of
the concept and construction of African American Manhood and
notions of Masculinity from pre-colonial Africa through the slave
experience and finally up to the Emancipation. Using Malcolm
X’s life andlegacy as a trope of black masculinity, this course will
explore the variegated role that he played and continues to play
in the radical Black imagination. Students will be introduced to the
classical teachings and exegesis of the Islamic religion, however, the
primary focus will be limited to its social and cultural manifestations
in the black experience. Finally, this course will also explore several
social and political movements including Garvey’s UNIA and Elijah
Muhammad’s Nation of Islam in order to contextualize and historicize
the trajectories and transitions of notions of black manhood,
maleness and masculinity. Pre-requisite: ENGL 150
REL 321 Buddhism and Hinduism in Eastern Thought
This course is designed as an historical and geographical overview
of the religious traditions of South and East Asia. Emphasis will
be placed upon identifying and understanding the themes of
renunciation and popular practices throughout the various religions
of Asia. Students will also discuss definitions of religion in order to
facilitate their understanding of religious traditions that are not their
own. Pre-requisites: REL 111 and ENGL 150
REL 322 Contemporary Issues in Religious Thought
This course explores the significance of religious symbols for human
self-understanding and cultural values in selected religious traditions,
such as Judaism, Christianity, Islam, Buddhism, and Native American
traditions. The course raises questions related to human identity,
religious symbol, and cultures. Pre-requisites: REL 111 and ENGL
150
REL 333 Peace Education
This course on Peace Education will introduce students to the
historical development of peace education as a field of study and
as a discipline. Students will examine the contemporary discourse
on peace education and the current trends and perspectives that
permeate the literature. Students will also explore some of the
definitions articulated by various cultures in order to establish a
conceptual framework for what it means to educate for peace.
Pre-requisites: REL 101 and ENGL 150
REL 340 History of the Interfaith Movement
Although conversations and debates between various religions and
spiritual traditions have transpired gone on for centuries, the interfaith
movement formally began in 1893, organized by the Parliament
forWorld Religions in Chicago. For the first time in history, many
religions and spiritual traditions came together for the purpose of
establishing better communications and cooperation among the
world’s religions. The Parliament continued its efforts to engage the
world’s religions and spiritual traditions in interfaith dialogue.
Although it was not until 1993 that the Parliament convened its
second meeting, interfaith dialogues and multi-religious programs
and activities were initiated by various religious organizations locally,
nationally, and internationally. Most of the early interfaith activities
were organized by Christians, particularly the Roman Catholic
Church, who, after the Second Vatican Council and Nostra Aetate
in 1965, called for “all to forget the past” and officially recognized
Muslims as “those who worship God,” and instructed all of its
churches to engage in dialogue with Muslims as well as with Jews.
Additionally, it was the World Council of Churches who established
the “guidelines for dialogue with Muslims” in 1971. Thereafter, all
of the world’s major religions initiated interfaith programs, including
many of the traditional indigenous faith groups and organizations.
REL 371 Caribbean Religions and Social Justice Movements
In a selective survey of Caribbean religious beliefs and practices,
this course focuses upon the historical factors that shaped the
development of the multi-religious community of the Caribbean.
Students will study such Caribbean traditions as Vodoun,
Shamanism, Santería, Rastafarianism, and Obeah. Students will
further explore the relationship between these African diaspora
religions and the Christian Church, and the intersection of religion
with other vital issues such as race, history, home and migration,
belief and ritual, social (in)justice, as well as postcolonial resistance
and rebellion. Pre-requisites: ENGL 150 and SSC 101
Presently, in addition to the large interfaith groups and organizations
such as the Vatican, the Parliament, the World Conference on
Religion and Peace, and the World Council of Churches, there are
thousands of interfaith organizations who have ongoing interfaith
initiatives, programs, and projects on local, national and international.
This course will introduce students to the historical evolution of
the formal interfaith movement, from its genesis in 1893 with the
Parliament to a fully developed global movement. Students will be
exposed to the critical issues that each faith group encountered—
often hostile—as they attempted to engage in dialogue. Students will
be required to study the major interfaith organizations that constituted
the foundation of the interfaith movement. Additionally, students will
research and analyze the various edicts, theological documents,
and formal decrees of those organizations which were pivotal in
facilitating interfaith dialogue and collaboration. Pre-requisite: ENGL
150
REL 402 Gender and Religion
In this course, we will explore the historical and contemporary
experiences and roles of women, with particular attention to the
ways in which religious traditions and institutions affect women’s
conceptions of themselves, their gynecology, and their status in
the world. Using a survey methodology, the course does integrate
a global religious perspective. From the historical investigation,
we will focus upon ways in which women’s experiences have
been conditioned by religious traditions and institutions for their
empowerment or oppression. We will give substantive attention
to the intersection of faith, race, identity, violence, justice, and
hope in women’s experience. The course seeks to identify through
fiction, sacred texts, personal narratives, non-fiction, films and
other resources women’s complicity and critique of the religious
world views that birthed their identity. Its contemporary focus will
underscore social, intellectual, and institutional activities that women
are pursuing to transform their lives and related institutions in larger
society. Pre-requisites: ENGL 150 and REL 101
REL 342 Muhammad and the Foundations of Islam
This course will consist of an historical overview of the development
of Islam: from its genesis in the Arabian Peninsula, its colonization
of Africa, and its contemporary formations in the western world.
Students will be introduced to the fundamental teachings, precepts,
practices, and beliefs of Muslims. Special emphasis will placed on
Islam’s founder, Prophet Muhammad. Students will review his life
and his contributions to the making of a great religious tradition
and civilization. It is expected that students will engage in critical
discourse, examining all facets of Islamic traditions and practices,
including an examination of contemporary issues and challenges
faced by Muslims. Pre-requisite: ENGL 150 and HIST 201
REL 351 Religious Ethics
This course is designed to deepen student understanding of how
religion serves as an epistemological foundation for moral reasoning
and action. Religious texts and communities are presented that
show how differing moral communities have justified their ways of
life to themselves and others in their quests for societies of virtue,
responsibility, freedom and duty. Pre-requisites: PHIL 201 and ENGL
150
136
REL 410 The Role of the Church in the Black Community
This course will provide an intensive survey of the historical roots,
critical developments, influences, ideologies, and the function of
the church in the Black community in America. The role of church
religion as an instrument of protest, escape mechanism, emotional
outlet, and focal point of political organizing and of social life will also
be analyzed. The narrative voice will be featured to allow students to
hear historic agents tell their story in their own voice and to evoke a
deeply personal and visceral encounter with certain historical periods
and personalities. Pre-requisite: ENGL 150
REL 421 Research Methods in Religious Studies
Research Methods in Religious Studies (RMRS) is an upper level
course required of all religion majors in the Department of Philosophy
and Religious Studies. Students enrolled in RMRS are required to
have already taken and passed both ISR and SRE; thus they are
expected to possess a working knowledge of the major themes
and approaches to the study of religion. Building on this theoretical
foundation, the goals of this course are primarily practical with the
intention of providing students with hands on experience conducting
research within the interdisciplinary field of religious studies. To this
end, RMRS will be a student-driven seminar structured readings,
hands-on assignments, student presentations and four short
research projects. Pre-requisites: ENGL 150 and REL 211 or ANTH
201
REL 450 African Traditional Religion
This course is designed to introduce students to some of the
central aspects of African Traditional Religion(s) presented in
selected, influential studies by African scholars of religion. Utilizing
interdisciplinary and multi-methodological approaches, we will
examine the profile of religious plurality in Africa and pursue reading
in the literature of the field. Pre-requisite: ENGL 150
REL 490 Islam: Post 9/11: Jihadists and the Clash of
Civilizations
Islam, a religion practiced by over 1.6 billion people, has captured the
headlines of every facet of the print, television, and broadcast media
in the western world. This is due primarily to the emergence of what
has been characterized as Islamist terrorism, a designation coined
by the west to describe the violent acts of radical Muslims who
have launched violent and indiscriminate attacks on western people
and interests. These ominous and well-planned attacks of terror
manifested themselves in their most deadly form in a series of brutal
attacks the most virulent of which was the tragic attacks on the World
Trade Towers on September 11, 2001 where over 3000 people lost
their lives. In response to these acts of terror, the U.S., Great Britain
and the “coalition of the willing” declared a global war on terror, first
deposing the Taliban in Afghanistan, followed by the invasion of Iraq.
This sequence of events exacerbated an already contentious
relationship between Islam and the West. Is this present global
conflict a fulfillment of Samuel Huntington’s thesis of the “clash of
civilizations?” According to many academics, politicians, religious
leaders, and news commentators, Huntington’s dictum of the
“inevitability of the conflict between Islam and the West” has
been actualized. This course will chronicle some of the historical
antecedents which led up to the intense animosity that exists
between these two macro-civilizations, navigating significant aspects
of the intellectual and civilizational history that has created the
chasm, including the crusades, imperialism and colonialism. Using
9-11 as a defining moment in the relationship between Islam and the
west, the course will explore the emergence of radical Islam, Jihad,
and terrorism, both from a western and Islamic perspective.
REL 499 Field Experience/Internship
This course is a practicum wherein religion majors are required
to develop skill in the practice, study, or coordination of religion
with external educational settings. They will work with religious
practitioners, or mentors at on the job internships with religious
NGOs, or, finally assist student teaching and/or research with
graduate religious academics. Pre-requisite: Permission of
chairperson
REL 500 Senior Seminar: Practicum in Religious Studies
Prior to graduation as a major in the Department of Religion &
Philosophy, all students must demonstrate that they have mastered
the coursework offered and can show a deep appreciation of the
respective fields. This seminar is designed to revisit in a synthetic
and cumulative way the main courses, texts, knowledge, and
discourses in these majors. This seminar is designed, in addition, to
help the candidate complete one of three evaluator projects:
1. The passing of a comprehensive exam in religion;
2. The completion of a senior thesis on a pre-selected, religious
inquiry;
3. The completion and/or exhibition of a performance or a creative
project demonstrating a deep understanding of religion and its
contributions to culture and society.
REL 498 Independent Research
Independent study is designed to provide an organized course of
study for students who are unable to attend regularly scheduled
classes ‘for cause”, and to provide opportunities for guided study
and in-depth research in subject areas not covered by traditional
courses. To quality for enrollment in an independent Study Courses,
undergraduate students should meet the following eligibility criteria:
•
A cumulative Grade Point Average of 3.0 of better;
•
Completion of ENGL 150
•
Meet the departmental criteria for bona fide exemption from
the required course plan of study
•
Written contractual agreement between student and faculty.
Pre-requisite: Permission of Chairperson
Chairperson:
Ethan Gologor
718 270 4852 office
718 270 4828 fax
[email protected]
Office:
B-1032G
Faculty:
Kathleen Barker, Patricia Canson, Hollie Jones
Ethan Gologor, Maudry-Beverly Lashley
Nancy Oley, John Sumerlin
GENERAL INFORMATION
The mission of the Department of Psychology is to provide preprofessional training in the study of human behavior, preparing
students for graduate studies in psychology and related fields and/or
post-baccalaureate careers in health care, education, urban affairs,
law, government, and industry, while encouraging commitment to
self-discovery and lifelong social activism.
BACHELOR OF ARTS IN PSYCHOLOGY
The Department offers a Bachelor of Arts (BA) degree in Psychology,
which provides training in the study of human behavior and mental
processes. It is designed for students preparing for careers in
psychology, health care, education, urban affairs, government,
research and industry. The degree also enables students to
pursue graduate education in such areas of psychology as clinical,
personality, gender, sport, community, counseling, developmental,
educational, school, sensory/perceptual, biological, health,
cognitive, mathematical/quantitative, environmental, forensic,
social, and industrial/organizational. Professionally oriented
courses, research practica, clinical internships, and service-learning
and active-learning experiences provide numerous mentoring
opportunities. The Department particularly also seeks to implement
the College’s mission by addressing minority and diversity issues .
Research psychologists study the biological, cognitive, emotional,
and social aspects of human behavior. They formulate hypotheses
and collect data to test their predictions. Depending on the
research question they have posed, psychologists use a variety of
investigative approaches: controlled laboratory experiments; administration of personality, performance, aptitude and intelligence tests;
systematic observation; interviews; questionnaires; and other clinical
approaches.
Students in the Department take courses that provide them with the
theories and methodological skills necessitated by these various
areas of psychological knowledge.
Coursework is complemented by activities in a state-ofthe-art psychology laboratory equipped with computers,
psychology related media and software, printers,
audio/video/laser disk players, biological recording
equipment, an observational gallery, and testing carrels.
The laboratory offers students opportunities for pursuing
individual study and conducting human research
138
(Independent Study, Research Practicum, and Senior Thesis
options).
ACADEMIC STANDARDS
A student must have an index or GPA of at least 2.0 in the major for
graduation.
ADVANCED STANDING
Students applying for advanced standing are required to meet the
general advanced standing requirements of the College. Courses
taken at another institution that are required, or are prerequisites for
required courses in the major, must be completed with a grade of “C”
or better to be counted toward the BA degree. The BA in Psychology
B.A. - Psychology
REVISED PROGRAM
FIXED/REQUIRED CORE
Course
Course Title
Credits
English Composition
ENGL 150
3
MTH 115
3
BIO 101
Introduction to the Science of Biology OR OR
PHS 101
3
TOTAL
12
FLEXIBLE CORE
3
HIST 200
ART 100
3
MUS 100
SSC 101
3
Scientific World
BIO 211
3
TOTAL
18
COLLEGE OPTION
12
TOTAL
12
MAJOR REQUIREMENTS
FS 101 Freshman Seminar I 1
FS 102 Freshman Seminar II 1
PSYC 101
Introduction to Psychology 3
PHIL 101
Introduction to Logic 3
SPCH 102
Fundamentals of Speech
3
The Social Science Core: (15 cr.)
ANTH 201 The Nature of Culture
3
ECON 212
Macroeconomics
3
POL 101 Introduction to Political Science 3
SOC 101
Introduction to Sociology
3
SSC 305 Critical Issues in Society 3
Psychology Required Courses:
PSYC 209 Human Development: Infancy & Childhood 3
PSYC 213
Social Psychology
3
PSYC 215 Theories of Personality 3
PSYC 290 Psychology Statistics 3
PSYC 322 Experimental Psychology 4
FREE ELECTIVES
18
PSYCHOLOGY ELECTIVES 18 CREDITS FROM BELOW
18
TOTAL
78
GRAND TOTAL
120
Additional six course electives, including at least one 400 level (18)
PSYC 224 Brain and Behavior 3
PSYC 260 Independent Study 3
PSYC 301
Abnormal Psychology 3
PSYC 305 Theories of Learning 3
PSYC 306
Introduction to Cognitive Psychology 3
PSYC 310 Human Development: Adolescence 3
PSYC 311 Human Development: Adult & Aging 3
PSYC 320 Psychology of Intervention 3
PSYC 321 Sensation and Perception 3
PSYC 323 Research Practicum I 3
PSYC 325
Industrial & Organizational Psychology 3
PSYC 326 Cross Cultural Psychology 3
PSYC 328 Fundamentals of Psychology
Diaspora 3
PSYC 403
Psychology of Oppression 3
PSYC 404 Psychology of Motivation 3
PSYC 405
Techniques of Psychotherapy and Counseling 3
PSYC 406 Psychological Tests & Mathematics 3
PSYC 420 Diagnosis, Assessment & Evaluation 3
PSYC 421 Sport Psychology 3
PSYC 427 Psychology of Social Change 3
PSYC 430 Clinical Practicum I 3
PSYC 431 Clinical Practicum II 3
PSYC 440 Senior Thesis 3
PSYC 441 Senior Thesis 3
SSC 500 Independent Study 3-6
Specialty Areas and Advanced Options Offered in the
Department
Psychologists study the physical, cognitive, emotional, and social
aspects of human behavior. From among the course offerings,
students are encouraged to take a broad sample, but may also
choose to take more than one course within a specialty area. For
details regarding specialty areas and advanced options, please see
the Department Chairperson.
COURSE DESCRIPTIONS
Note: Psychology 101 is a Pre-requisite for all Psychology
courses. Admission to 400 Level Courses is generally open
only to persons who have completed at least two courses in
Psychology.
PSYC 101 Introductory Psychology
This course is an introduction of study within psychology, specifically
including concepts of perception, motivation, personality, learning,
abnormal behavior and social psychology. Co-requisite: ENGL 112
PSYC 150 General Psychology
The course is an introduction to the science of psychology. Topics
covered include, but are not limited to, research methods, biological
bases of behavior, sensation and perception, cognition, development,
social interaction, personality, abnormal behavior, and therapies.
Computer-assisted laboratory and other hands-on activities will
supplement the lecture material. Students will become familiar with
writing using the conventions of the discipline. Pre-requisite: ENGL
112
PSYC 209 Human Development: Infancy and Childhood
This course will focus on the study of development from conception
to adolescence. It will include the interactions between physiological
and psychological development, starting in the prenatal environment.
Various theoretical approaches and their respective differences in
methodology will be considered, particularly in regard to affective and
cognitive areas. Recent research advances, primarily in the areas of
gender differentiation, language development and socialization will
be emphasized. Pre-requisites: ENGL 150 and MTH 136 or MTH
138, PSYC 101 or PSYC 150
PSYC 213 Social Psychology
This course will examine the theoretical approaches and their
pragmatic application to the study of individuals in their social and
environmental context. Particular attention will be paid to attitude
formation and change, group dynamics, interpersonal relations and
crowd behavior. Pre-requisites: ENGL 150 and PSYC 101 or PSYC
150
PSYC 215 Theories of Personality
The focus of this course is the critical examination of the major
theoretical approaches to personality and a comparison of diverse
methods to be utilized in assessing personality. Particular emphasis
will be given to the relationship between theory and research and the
meaning of theory compared to everyday observations.
Pre-requisites: ENGL 150 and PSYC 101 or PSYC 150
PSYC 224 Brain and Behavior
This course will focus on the nature of the brain and how it influences
human feelings, thoughts and behavior.
Topics covered will include the biological bases of emotions,
aggression, hunger, thirst, sex, sleep and wakefulness, language,
attention, learning, memory, sensation (including pain), mental
illness, and the effects of psychoactive drugs and brain damage.
Students will, from time to time, observe demonstrations and conduct
experiments during class time to illustrate basic brain/behavior
relationships and research techniques. Pre-requisite: ENGL 150
PSYC 229 Human Development Across the Lifespan
This course surveys the psychology of human development,
beginning with conception and ending with issues related to
death and dying. Various development periods, namely infancy,
childhood, adolescence, early adulthood, middle adulthood, and late
adulthood will be highlighted. Tracing salient aspects of physical,
cognitive and socio-emotional development will be thematic within
the aforementioned. Pre-requisite: PSYC 101 or Permission of
chairperson. *This course is not for Psychology majors.
PSYC 290 Statistics for Psychology
This course introduces students to descriptive and inferential
statistics and their applications to the analyses and interpretation
of psychological data. Topics include: frequency distributions,
central tendency, variability, z-scores and standardized distributions,
probability, correlation, hypothesis testing (with one, two and
three samples), t-tests, analysis of variance, and power analysis.
Computer-based statistical software (Statistical Package for the
Social Sciences: SPSS) will be introduced and utilized throughout the
course. Pre-requisites: MTH 136 or MTH 138 and ENGL 150
PSYC 300 The Psychology of Women
This course presents historical, cross-cultural, and research-oriented
perspectives to examine the major areas, issues and controversies in
the field of the psychology of women. Students examine the physical,
cognitive, emotional and psychosocial development of women and
the use of cross-cultural research within these domains. Students
analyze the biological and psychosocial factors, including race, class,
culture, ethnicity, and issues of gender equity, that influence women’s
development and identity and discuss conditions and issues facing
women in different countries and cultures. This is a writing intensive
course. Pre-requisite: ENGL 150 or PSYC 101
PSYC 301 Abnormal Psychology
This course presents an examination of the facts and theories about
the etiology of mental disorders. The impact of social and economic
distress upon the frequency and manifestations of disturbance
will form the main focus of this course. Critical examination of the
meaning of “abnormal” especially in light of recent research will be an
important theme. Pre-requisites: PSYC 215 and ENGL 150
140
PSYC 305 Theories of Learning
This course deals with theories of learning and motivation with
special consideration of environmental influences, examination
of learning processes and methods of facilitating learning and
cognition. The importance of historical theories to the development
of behaviorism and its subsequent representation in behavior
modification will constitute a major section of the course.
PSYC 306 Cognitive Psychology
This course provides an introduction to the scientific study of the
structure and foundation of mental processes. This course will
focus on how knowledge and information are acquired from the
moment the senses are stimulated by the outside world to the
moment problems are solved or decisions are made. Memory,
language, reading, writing, thinking (reasoning, problem solving,
concept formation), attention, and pattern recognition will be studied.
Discussion will touch on specific topics such as false, repressed
and recovered memories, the effects of brain damage on cognition,
bilingualism, communication with other species, language disorders,
gambling artificial intelligence, and cognitive abilities over the life
span. Students will participate in hands-on and computer-based
demonstrations, simulations and experiments illustrating the
fundamental phenomena and methods used in the field.
Pre-requisite: CIS 101 or CL 101
PSYC 310 Human Development: Adolescence
This course deals with a systematic examination of the development
process from puberty through young adulthood. The nature of
identity, autonomy psychological strains, peer group relations,
and problems of youth-adult interaction will be discussed.
Specialattention will be given to types of social and family supports
needed for healthy growth and development with reference to urban
communities. Pre-requisites: PSYC 209 and ENGL 150
PSYC 311 Human Development: Adulthood and Aging
This course deals with human development from early adulthood
through the end of the life cycle. Topics emphasized will be marriage,
emotional and physical changes with age, gender differences, family,
work, health leisure, retirement, dying and death. Pre-requisites:
PSYC 209 and ENGL 150
PSYC 320 Psychology of Intervention
The course reviews therapeutic systems within psychology, and the
derivation of intervention strategies from these systems; a review of
clinical research and decision criteria concerning where to intervene,
a comparison of new and familiar mental health delivery systems in
different geographical regions and the coordination of a professional
with other members of a helping team. Pre-requisite: PSYC 215
PSYC 321 Psychology of Sensation and Perception
This course will explore how our senses tell us about, and limit
our knowledge of the world. While the course will focus on the
psychology of seeing and hearing, it will also include discussions of
smell, taste, and touch. Other topics will include space and motion
perception, illusions, extrasensory perception and the influence
of emotions, motivation, past experiences, age, and culture on
perception. Students will, from time to time, observe demonstrations
and do experiments in class to illustrate basic perceptual principles
and research techniques. Pre-requisite: ENGL 150
PSYC 328 Fundamentals of Psychology in the African Diaspora
This course is intended to provide an overview of the psychological
constructs that fashion the attitudes, values and social norms that
underlie behaviors in people of African ancestry. The concept of
African world view will be introduced, followed by a focus on the
nature, function and adaptation of identity and acculturation. There
will also be an appraisal of the practical implications of current
research on the confluence within Africa and the African Diaspora.
Pre-requisites: ENGL 150 and any HIST course
PSYC 322 Experimental Psychology
4 credits; 3 class hours; 3 lab hours
This course focuses on the nature of psychological investigation
and the skills needed to develop a research problem. Students will
be exposed to primary sources from the psychological literature,
learn how to design experiments and analyze data, prepare a
review of the literature and develop a research proposal. They will
participate in laboratory/field experiments and demonstrations of
classic phenomena in various areas ranging from Cognition to Social
Psychology. Students will be given extensive experience with the use
of computers in psychology for designing and running experiments,
data collection, data analysis, and scientific reporting. Pre-requisite:
PSYC 290
PSYC 403 Psychology of Oppression
This course presents the psychological implications and
consequences of class and caste structures, character of submission
and rage, superiority and fear, consequences for the dynamics of
social and individual conflicts will be examined. Pre-Requisite: PSYC
215
PSYC 323 Research Practicum
In this course, students will investigate a problem in Psychology
using library resources and/or laboratory (or field) research
techniques under the guidance of a faculty member. Students will
have regular meetings with the advisor to discuss their progress,
present their results orally to a group of faculty and/or students,
and submit a written report of the research carried out for review
by thegroup. A minimum of 9 hours of conference and research per
week is required. Pre-requisite: PSYC 322
PSYC 325 Industrial and Organizational Psychology
This course will examine the application of psychological principles
to individuals in the employment setting, e.g., employees in their
relationships with the employer. Current research in the field will be
reviewed by analyzing the recent findings in personnel selection,
training, job analysis, organizational dynamics and managerial
practices. Pre-requisite: PSYC 213
PSYC 326 Cross-Cultural Psychology
This course will provide the historical and systematic perspective
from which the psychological study of culture originates. Topics
will include the growing area of culture and cognition (particularly
the work done in Africa that puts memory, thinking, learning, and
perception into cultural contexts), culture and psychopathology, and
the differences in cultural expectations of the physical and social
dimensions of life. Pre-requisite: PSYC 213 and ANTH 201
PSYC 404 Psychology of Motivation
This course will discuss biological, social and cultural influence
on psychological development of needs, need gratification and
frustration. Topics will include psychoanalytic and anthropological
material. Pre-requisites: PSYC 101 and two other PSYC courses
other than PSYC 101
PSYC 405 Techniques of Psychotherapy and Counseling
There will be discussions of methods and goals of individual and
group psychotherapy with particular attention to counseling, family
therapy and community work; directive and non-directive counseling
in the training of mental health practitioners. Pre-requisite: PSYC 301
or PSYC 320
PSYC 406 Psychological Tests and Measurements
This course will focus on the construction, application and evaluation
of psychological tests. Methods for assessments of intelligence,
aptitude, vocational preference achievement will be emphasized.
Also, the utility and predictability of tests in clinical, educational and
personnel areas will be examined. The ethical value of testing will be
explored. Pre-requisite: PSYC 101
PSYC 410 Psychology and Law
This course focuses on the psychological aspects of justice and
injustice in legal processes, and involves the application of scientific
and professional psychology to the analysis of human behavior
related to law and the legal system. Viewed from a psychological
perspective, course topics will include expert witnesses, jury
selection, interrogations and confessions, eyewitness identification,
the insanity defense, and the effects of the prison industrial complex
on individuals. Culture, injustice, and personal experiences will be
considered. Pre-requisite: PSYC 213 or PSYC 215
PSYC 420 Diagnosis Assessment and Evaluation
This course considers interviewing techniques such as screening,
diagnostic, and assessment approaches in clinical settings. Major
methods of appraisal, including the use of both objective instruments,
and prescription will be theoretically examined and practically
demonstrated. Pre-requisite: PSYC 301 or PSYC 320
PSYC 421 Sport Psychology
This course explores the application of psychological principles
to the sports arena. It brings together well-established findings
from the areas of personality, motivation, social and physiological
psychology and encompasses theory and methodology ranging from
the experimental to the clinical areas. The course will included such
issues as the complex relationship of anxiety to performance, the
spectators’ contradictory expectations of sports heroes and heroines
(which may account for their frequent falling from grace), and the
predictability and variability of certain individual types on the playing
field. Applications of Sports Psychology to other areas of life will also
be explored. Pre-requisite: any 200-level PSYC course
PSYC 427 Psychology of Social Change
This course deals with an in-depth psychological study of the
origin and nature of selected social problems in the U.S.A. and a
consideration of the possibilities and barriers for social change.
Pre-requisite: SSC 305
PSYC 430 Clinical Practicum I
3 credits; 1 lecture hour; 4 fieldwork hours
The Clinical Practicum I is the first phase of a year-long field
placement and seminar. Phase I will initially concentrate on the
direct observation of therapeutic populations and clinical support
work in a mental health or other human services setting.
Students will then be provided with direct supervised experience
in services such as crisis intervention and clinical consultation,
diagnostic and assessment interviews, forensic services,
rehabilitation, and mental health preventative services.
Coursework will augment the fieldwork by providing materials
for a comprehensive delineation of the principles, practices and
organization of clinical work, based on APA guidelines. Pre-requisite:
PSYC 301
PSYC 431 Clinical Practicum II
4 credits; 1 lecture hour; 4 fieldwork hours
The Clinical Practicum II is the second phase of a year-long field
placement and seminar. Phase II will involve the student in actual
supervised clinical or clinical-community work in a mental health or
human services setting. Pre-requisite: PSYC 430
142
Department of Social and Behavioral
Sciences
Chairperson:
Owen Brown
718 270 5045 office
718 270 4828 fax
[email protected]
Office:
B-2032R
Faculty:
Obasegun Awolabi, Owen Brown, Sallie M.Cuffee, Henry Davis, Eda Harris-Hastick, Edward Hernandez, Delridge Hunter, Dominic Nwasike, Philip Oguagha, Elaine Reid,
Scharlene Snowden, Norissa Williams-Atingdui
GENERAL INFORMATION
The mission of the Department of Social and Behavioral Sciences is
to provide students with the essential academic knowledge and skills
necessary for rigorous undergraduate study, and subsequent entry
into the graduate and professional schools and career advancement.
The Department is committed to increasing the relevance and
usefulness of the social and behavioral sciences to students, to other
disciplines, and to the local community.
ACADEMIC STANDARDS
Students in the Department are expected to pass Social and
Behavioral Sciences required Core courses with an index of 2.0 in
his/her major grade of “C” or better. For graduation, a student must
have an index of 2.0 in his/her major.
THE SOCIAL AND BEHAVIORAL SCIENCES DEPARTMENT’S
DEGREE PROGRAMS
Associate of Arts (A.A.) Degree in Liberal Arts
The Associate of Arts (A.A.) degree in Liberal Arts is designed to
meet the needs of students seeking a strong two-year foundation
in general education or completing two-year transferable degree
requirements. More specifically, it meets the needs of students who
are interested in political science, history, sociology, social work,
anthropology and geography. Students who are undecided about
their majors but interested in liberal arts are encouraged to enter this
Program. The A.A. Degree in Liberal Arts requires the completion of
sixty (60) credits. The 60 credits are distributed as follows:
A.A. - Liberal Arts
REVISED PROGRAM
FIXED/REQUIRED CORE
Course
Course Title
English Composition
MTH 115
RECOMMENDED MATH COURSE: MTH 136 Algebra/
Trigonometry
BIO 101
OR OR
Credits
3
3
3
PHS 101
3
TOTAL
12
FLEXIBLE CORE
3
HIST 200
ART 100
3
MUS 100
SSC 101
3
Scientific World
BIO 211
3
TOTAL
18
MAJOR REQUIREMENTS
FS 101
Freshman Seminar I
1
HIST 101
World Civilization 3
LIB 100
Library Research Methods
2
PHIL 101
Introduction to Logic
3
PSY 101 OR
Introduction to Psychology OR
SOC 101
Introduction to Sociology 3
Open Electives
6
Concentrations (see below)
12
TOTAL
30
GRAND TOTAL
60
English
12
ENGL208
Applied Linguistics
3
ENGL 209
Children’s Literature
3
ENGL210
Intermediate Composition
3
ENGL 211
Introduction to Literary Studies
3
ENGL214
Critical Issues in Global Literature
3
ENGL260
Professional Writing Workshop
3
HUM102
The Spoken Word in African American
Written Texts
3
Foreign Languages
FREN 201
Intermediate French I
3
FREN 202
Intermediate French II
3
SPAN 201
Intermediate Spanish I
3
SPAN 202
Intermediate Spanish II
3
SPAN 216
Reading and Writing on Literary Texts
3
Mass Communications Creative 12
ART 109
Creative Expressions in the Visual & Perf. Arts 3
ART 201
African Art History
3
ART 205
Sculpture
3
ART 207
Introduction to Drawing
3
ART 208
Introduction to Painting
3
ART 282
Lettering & Design
3
ART 283
Advertising Design
3
ART 299
Independent Study
3-6
DNCE 100
Introduction to Modern Dance
2
DNCE 200
Movement Education Rhythmic Analysis Tech 3
DNCE 251
African Dance I
2
DNCE 262
African Dance II
2
Department of Social and Behavioral Sciences
DNCE 272 Theory & Phil of Creative Dance
3
MASS 273
Black Creative Arts
3
MED 150 Mass Communications Contents,
Structure, and Control
3
MED 180
Introduction to Broadcasting
3
MED 241 Radio Production
3
MED 242
Advanced Radio Production
3
MED 292
Workshop in Media Writing I
3
MUS 103
Rudiments of Music
3
MUS 110
Piano I
2
MUS 111
Piano II
2
MUS 120 Cultural Diversity in Music I
3
MUS 121
Introduction to Music Technology
3
MUS 204
History & Literature of Jazz
3
MUS 215
Ensemble Chorus/Choir
2
MUS 241
Music Materials I
4
MUS 242
Music Materials II
4
SPCH 102
Fundamentals of Speech
3
SPCH 121
American Sign Language I
3
SPCH 122
American Sign Language II
3
SPCH 205
Introduction to Theater
3
SPCH 207
Basic Acting
3
SPCH 208
Acting II
3
Philosophy & Religious Studies
PHIL 201
Introduction to Ethics and Social Philosophy 3
REL 101
Introduction to the Study of Religion
3
REL 102
Survey of Religious Experience
3
REL 111
Comparative World Religions I
3
REL 112
Comparative World Religions II
3
REL 201
Anthropology and Religion
3
Psychology
PSYC 209
Human Development: Infancy and Childhood 3
PSYC 213
Social Psychology
3
PSYC 215
Theories of Personality
3
PSYC 224
Brain and Behavior
3
Social Sciences
12
ANTH 201
3
GEOG 201
Physical Geography
3
GEOG 202
Human Geography
3
HIST 201
African American History
3
HIST 208
Readings in the Fundamental Documents
3
POL 101
3
POL 200
Intro to American Gov.
3
B.A. Degree in Liberal Studies
The Bachelor of Arts in Liberal Studies offers a Liberal Studies
degree program with a focus on the Social Sciences. There
are three areas of concentration: History, Political Science, and
Geography. The degree requires the completion of 120 credits. The
120 credits are distributed as follows:
B.A. - Liberal Studies
REVISED PROGRAM
FIXED/REQUIRED CORE
Course
Course Title
English Composition
Credits
3
ENGL 150
3
MTH 115
3
BIO 101
OR OR
PHS 101
3
TOTAL
12
FLEXIBLE CORE
3
HIST 200
ART 100
3
MUS 100
SSC 101
3
Scientific World
BIO 211
3
TOTAL
18
COLLEGE OPTION
6
3
3
TOTAL
12
ANTH 201
3
ECON 212
Introduction to Macroeconomics
3
FS 101
Freshman Seminar I
1
GEOG 201
Physical Geography
3
GEOG 202
Human Geography
3
HIST 101
World Civilization
3
HIST 208
Reading in the Fundamental Documents
3
LIB 100
Library Research Methods
2
POL 101
3
POL 200
Introduction to American Government
3
SSC 205
Intro to Research Methods in GEOG,
HIST, POL
3
SSC 403
Senior Seminar
3
SSC 404
Senior Thesis
3
300 LEVEL LITERATURE
3
ELECTIVES 18
Concentration 21
TOTAL
78
GRAND TOTAL
120
Concentration Requirement (At least 2 from HIST, POL,
GEOG+ 1 from above (300-400 LEVEL)
21
GEOGRAPHY
GEOG 301
Economic Geography
3
GEOG 302
Regional Geography of the USA and Canada 3
GEOG 402
Agricultural Geography of Humid Tropics
3
GEOG 403
Urban Geography
3
HISTORY
HIST 303
History of Women in the Western World Since
1750s
3
HIST 316
HIST 333
HIST 411
HIST 412
POL 320
POL 410
POL 420
POL 422
The African Experience in Latin America
and the Caribbean
The History of the Civil Rights Movement in
America
Comparative Topics in African History and
Culture
Select Topics in African American History
POLITICAL SCIENCE
United nations in International Politics
Politics of Developing Nations
Colloquium on the Rule of Law, Justice and
Human Rights
Seminar on the USA Foreign Policy
3
3
3
3
3
3
3
3
B.S. Degree in Social Work
Medgar Evers College School of Liberal Arts and Education,
Department of Social and Behavioral Sciences offers a Bachelor of
Science in Social Work Degree that prepares students for entry level
positions in social work and for graduate school education.
The program builds on a solid liberal arts foundation and provides a
challenging generalist curriculum. It incorporates courses that focus
on field practices, policies and services, and human behavior in the
social environment. Social work courses are designed to impart
knowledge and are aligned to comply with the standards for social
work education as defined by the Council on Social Work Education
(CSWE) Commission on Accreditation. (www.cswe.org)
The overarching goal of the baccalaureate degree program is
to graduate students who will demonstrate proficiency in the
knowledge, ethical values and skills of the profession, be grounded in
the profession’s history, purposes and philosophy, and practice social
work in an ethical manner, helping to alleviate social and economic
injustice as engaged, socially responsible citizens in a rapidly
changing world.
The Bachelor of Science in Social Work (BSSW) Program at Medgar
Evers College is a candidate for initial accreditation for new programs
from the Council on Social Work Education (CSWE). The decision
will be made by CSWE in 2012.
B.S. Degree in Social Work
The Bachelor of Science in Social Work requires completion of 120
B.S. - Social Work
REVISED PROGRAM
FIXED/REQUIRED CORE
Course
Course Title
Credits
English Composition
ENGL 150
3
MTH 115
3
BIO 101
OR
OR
PHS 101
3
TOTAL
12
FLEXIBLE CORE
3
HIST 200
ART 100
3
MUS 100
SSC 101
3
Scientific World
BIO 211
3
TOTAL
18
COLLEGE OPTION
3
3
MASS 473 OR
Hip-Hop: Political, Historical & Social Discourses
(RECOMMENDED)
3
ECON 430
War on Drugs (RECOMMENDED)
ENVS 200
(RECOMMENDED)
3
TOTAL
12
MAJOR REQUIREMENTS
CIS 101 Computer Literacy 3
ENGL 311
Technical Writing 3
GEOG 202 Human Geography 3
HIST 101 World Civilization I 3
MTH 209 Elementary Statistics 4
PHIL 101 OR Introduction to Logic POL 101 OR Introduction to Political Science
SW 220 Introduction to Social Work
3
SW 231 Social Work Methods: Micro Practice with Individuals : 3
SW 304 Theories of Human Behavior and the Social
Environment
3
SW 308 Social Research Methods for Social Work 3
SW 323 Social Work with Diverse Populations 3
SW 330 SW Methods: Mezzo Practice with Families and
Groups
3
SW 331 SW Methods: Macro Practice with Organizations & Com. 3
SW 337 Populations at Risk 3
SW 338 Social Welfare Policies and Services 3
SW 420 Field Practicum I 6
SW 421 Field Practicum II 6
CONCENTRATION See below
15
ELECTIVES
See below
5
TOTAL
78
GRAND TOTAL
120
Electives - 5 Credits
PA 335 Principles of Philanthropy/Fundraising/
Development 3
SW 303
Spirituality & Social Work 2
SW 315 International Social Work: Policy, Practice & Social Justice 3
SW 457 Community Organization 3
Students must choose one area of interest and complete 15 credit
hours in Child Welfare, Gerontology, or Substance Abuse.
Child Welfare Area of Interest (15 credit hours)
SW 305
Child Welfare Systems 3
SW 321 Social Work with Children and Families 3
SW 340 Social Problems in Society 3
SW 402
Child Welfare case Studies 3
SW 405
Legal, Ethical and Advocacy issues in child Welfare
3
Gerontology Area of Interest (15 credit hours)
HSC 301 A Bio/Psycho/Social Approach to Gerontology 3
HSC 302
Health Issues throughout the Aging Process 3
PA 330 Public Policy, Advocacy and Services for the Aged 3
SW 409 Intergenerational Issues in Social Work 3
SW 412 Gerontological Seminar on Ethical Issues 3
Substance Abuse Area of Interest (15 credit hours)
SW 309 Substance Abuse; Counseling Theory and Techniques 3
SW 310 Medical/Social/Psychological Aspects of HIV/AIDS
3
SW 311 AOD Counseling with Diverse Populations 3
SW 312 Drugs and Personal Health 3
SW 350 Principles and Practices of Social Work with Addicted
Populations
3
COURSE DESCRIPTIONS
ANTH 201 The Nature of Culture
This course is an examination of the nature, function, and evolution
of culture in Western and non-Western traditional societies.
Family and kinship, religion, economic and political institutions are
comparatively examined. Pre/Co-requisites: ENGL 112 and SSC 101
GEOG 101 Introduction to Geography
The course introduces key concepts, themes, methodologies
and tools of Geography. It defines Geography and discusses its
importance and relationship to other sciences. The spatial variation
in earth’s environment, population growth, distribution, economic
activities and their global interconnections are also discussed.
Pre-requisite: None
GEOG 201 Physical Geography
The course will examine the various components of the natural
environment, the nature and characteristics of the physical elements,
the physical process involved in their development, their distribution
and basic interrelationships. Among the topics to be treated are
size and shape of the earth and earth movements. Others are the
composition of the atmosphere, weather and climate; temperature,
precipitation, humidity, air pressure, and winds. Students will be
trained in the art of using weather instruments to measure these
elements. The course will also discuss modern weather maps, world
climatic regions and influence of climate on vegetation, soil, and
human activities. Pre-requisite: ENGL 150
146
GEOG 202 Human Geography
The main purpose of this course is to introduce students to the study
of Geography as a Social Science by emphasizing the concepts that
relate to humans. The course will provide answers to basic questions
which Human Geographers often ask-where do people live? Why
are they there? How do the different cultural groups earn a living in
their environments? What are the consequences of their activities
for mother earth? The course will also discuss levels of economic
development; spatial distribution of more developed countries; types
of economic activities (primary, secondary, tertiary, and quaternary);
settlement geography (urban and rural); growth of the megalopolis;
population growth and environmental deterioration.
Pre-requisite: ENGL 150 or Permission of chairperson
GEOG 204 Regional Geography of the World
The course is an introductory survey of world regions. It examines
the regional concept and regional method in geography, divides
the world into major regions based on the concept/method and
discusses the physical, economic, political and socio-cultural factors,
which enable one to identify them as world regions. Each region
is thenstudied in terms of its physical environment and the ways
in which humans have adapted to the environment and utilized its
resources. Geopolitical, social and economic interrelationships within
and among the regions are also studied. Audiovisual materials such
as maps, photographs, slides, overhead transparencies, CD-ROMs,
and videotapes will be used copiously. Pre-requisite: GEOG 101 or
GEOG 301 Economic Geography
The course focuses on the analysis and explanation of spatial
variations on the earth’s surface of activities related to the production,
exchange and consumption of goods and services using maps,
models and generalizations. The activities are discussed under the
headings; primary, secondary, tertiary, quaternary and quinary. The
students will explore the dynamics associated with the selected
activities and discuss their global interdependence.
Pre-requisites: ENGL 150, GEOG 101 or GEOG 202 or Permission
of chairperson
GEOG 302 Regional Geography of the United States and Canada
The course introduces the students to the regional variations in the
major features of the natural and human environments of the United
States and Canada. It discusses the early settlements, population
growth, and distribution, economic growth and transformations.
Emphasis will be on the analysis and explanation of rapid changes
in urbanization, industrialization, agricultural production, and trade
and population distribution. Current problems such as ethnicity,
environmental deterioration and the widening gap between the rich
and poor will be discussed. Pre-requisites: ENGL 150 and GEOG
201 or GEOG 202
GEOG 401 History of Geographic Thought
The course is designed to introduce students to the fundamental
nature of Geography. It involves a critical examination of the history
of the discipline embracing the development of geographic thought
from Greek and Roman times to the German, French, British,
American, and Russian Schools of the 19th and 20th Centuries. It
identifies the periods of advance and retrogression, noting the people
Associated with them. Emphasis is placed upon contemporary
geographic methodology, concepts as well as the field of applied
geography. There will also be a discussion of where the subject is
today and forecast of where it is likely to be in the future.
Pre-requisites: GEOG 101 and 201 or 202
HIST 200 The Growth and Development of the U.S.A.
This course surveys American history from the Pre-Columbian
peoples to the present. Among the topics to be studied are: the
character of colonial society; the motivations and character of
American expansionism; the War of Independence and the Federal
Constitution; the changing role of government in American life; the
intellectual and political expressions of nationalism, liberalism, and
abolitionism; the nature of work and labor organization; immigration
and the history of racial and ethnic minorities; urbanization and other
major movements and individual figures in American history. An
emphasis is placed on the development of constitutional rights.
GEOG 402 Agricultural Geography of the Humid Tropics
This course is designed to familiarize students with the scope,
methods, and position of agricultural Geography and the patterns,
problems, and potential of sustainable agricultural land use in
developing countries of the humid tropics. It defines and delimits
the humid tropics and discusses its advantages and limitations for
sustainable agriculture. The farming types found in the region are
mapped, described, and explained. Problems of livestock production
in the life zone will be discussed. This will be followed by an appraisal
of some agricultural development schemes in selected countries and
the extent to which they can contribute to sustainable agricultural
development. Pre-requisites: GEOG 302
HIST 201 African-American History and Culture
This course is a topical examination of themes relevant to the
history and culture of the African American population in the Western
hemisphere with particular reference to gender and socio-economic
class relations. Topics will include African origins, African American
intellectual thought, slavery, the Civil Rights and Black Power
movements, the struggle for human rights, the Harlem Renaissance
and the Black Arts Movement of the 1960’s and 1970’s, United
States foreign policy in Africa and the Caribbean, and contemporary
ethnicity in African American life and culture. Pre-requisite: ENGL 150
GEOG 403 Urban Geography with Particular Reference to the
New York Metropolis and Borough of Brooklyn
The course introduces basic concepts, themes and theories in Urban
Geography and examines the historical evolution of cities, their
contemporary location patterns, physical environment, transportation
and land use dynamics. Development of housing, gentrification,
urban ethnicity, intra urban migration, function, urban planning and
problems are also analyzed with particular reference to the New York
Metropolis and Borough of Brooklyn. Pre-requisite: GEOG 201 or 202
HIST 101 World Civilizations I
The course provides an overview of the origins of civilizations to the
age of European exploration, including contributions of the great
cultures of Africa, Europe, the Near and Far East, and The Americas.
Emphasis will be placed on the religious, social, and political ideas
and institutions of these cultures. Pre-requisite: ENGL 112
HIST 102 World Civilizations II
The course begins with the age of European exploration and ends
with contemporary societies. Emphasis will be placed on the rise
of monarchies, political, economic and social revolutions, and the
emergence of the Third World. Pre-requisite: ENGL 112
HIST 208 Readings in the Fundamental Documents in Early
American
This course explores early American History through the discussion
and analysis of Original documents from the Mayflower to the Civil
War. The dynamics in the development of early American History
and society are explored in such documents as: The Mayflower
Compact, Declaration of Independence, the Federalist Papers, the
US Constitution, the Dred Scott Decision and many others.
Pre-requisites: HIST 101 or HIST 102 and ENGL 112
HIST 220 African-American History to 1865
This course will discuss the Black experience in the United States
from 1619 to the Civil War. The origins of status duality in American
society, and the contributions of Blacks in the making of America will
be emphasized. Pre-requisite: ENGL 150
HIST 221 African-American History Since Reconstruction
This course surveys the social, economic, cultural and political
impacts of the Civil War and the Post Reconstruction Period on AfroAmerican communities in America. Pre/Co-requisite: ENGL 150
HIST 222 U.S.A. History to 1900
The colonial background to the independence struggle, the goals
of the founding fathers, the Constitution and its evolution, westward
expansion and interaction with aboriginal peoples, the Civil War and
Reconstruction, slavery and emancipation, the growth of capitalism,
trade unionism, populism, and education will be discussed.
HIST 223 History of the U.S.A. in the 20th Century
The growth of the economy, and power during the 20th Century; the
internal problems of social justice, civil rights, urban development,
and the impact of science and technology will be discussed. In
general, the course will focus on the increasing complexity of
American life and on the efforts made to cope with that complexity.
HIST 260 The City in History
This course explores the development of cities from a historical
perspective. An attempt is made to analyze the historical patterns
that have led to the growth of cities into large metropolitan areas. The
course will also examine the problems and prospects of the modern
city. Case studies will be used where necessary to highlight Western
and non-Western cities. Pre/Co-requisite: ENGL 150
HIST 230 History of Africa to 1800
This course is a survey of African history from earliest times to the
end of the 18th Century, including discussions of the people of Africa
in the ancient world, the spread of Islam, and the kingdoms of the
savannah and forest. Early European contacts with Africa and trade
are studied. Pre-requisite: ENGL 150
HIST 303 History of Women in the Western World
The role of women in Western Society from the earliest times to the
present is examined. Literary works by women as well as primary
sources are utilized to assess the historical position of women
including the opportunities available to them within their historical
contexts.
Pre-requisites: HIST 101 or HIST 102 and HIST 208 and ENGL 150
HIST 231 History of Africa Since 1800
This is a survey of African history from the beginning of the 19th
Century to the era of African independence. This course will
focus on the change in commercial patterns in the 19th Century
betweenEurope and Africa, the “Scramble for Africa” and its effect
upon African societies, resistance to the imposition of colonial rule,
survival and persistence of African institutions and culture under
colonial rule, the growth of modern African political and social
organization and movements towards independence. Pre-requisite:
ENGL 150
HIST 242 History of the Caribbean
This is a survey of the development of the Caribbean Islands
and mainland countries of Guyana and Belize. It also deals
with European conquest, slavery, emancipation, and political
independence. Pre-requisite: ENGL 150
HIST 250 Selected Topics in the History of Medieval Europe
This is a study of selected aspects of the history of Europe. These
aspects include the Roman, Christian, Islamic, and “barbarian”
contributions to European civilization; the Renaissance and the
genesis of the expansion of Europe; the consequences to European
wealth and power of such expansion; the agricultural and industrial
revolution of the 17th and 18th Centuries.
HIST 251 Selected Problems in the History of Modern Europe
Major currents which have helped to shape modern Europe,
including, but not limited to: political revolutions -English (1668),
French (1789), and Russian (1917); the Industrial Revolution; 19th
and 20th Century patterns of imperialism and the rise of the modern
nation state. European international relations in the 19th and 20th
Century will be addressed. Pre/Co-requisite: ENGL 150
148
HIST 316 The African Experience in Latin America and the
Caribbean
This course will study the involuntary migration of African peoples
to the Caribbean, Central, and South America. The major themes
thathave helped to define the unique milieu of peoples of African
descent in these societies will be addressed. Case study topics to be
covered include responses to slavery by the African slaves, race and
ethnicity, the survival of African cultures, Black Social Movements,
and the role of Black peoples in the nation building process.
HIST 333 The History of Black Civil Rights Movement in America
This course will discuss the development, approaches, and
accomplishments of Black Civil Rights Movements in the United
States. Emphasis will be placed upon the growth of the radicalmilitant and the conservative leadership patterns in the Black struggle
for social equality and justice in American society.
Pre-requisites: ENGL 150 and HIST 200 or HIST 201
HIST 340 History of Political and Social Movements in America
A discussion of the philosophical and ideological issues around which
social and political movements evolve and the political impact of
these Movements.
Focus is on such movements as the Chicano, Civil Rights, Students
and Black Liberation Movements. Readings will include essays by
Salazar, Savio, Malcolm X, Rustin, Fanon, Marcuse, and St. Clair
Drake. Pre-requisites: ENGL 150 and HIST 200
HIST 410 Comparative History of Slavery in the Americas
This course is a comparative study of slavery in selected countries
illustrating the peculiarities of the laws, treatment, and use of slaves,
and progress toward emancipation in the various systems (Spanish,
Portuguese, Dutch, French, American, and British).
Pre-requisites: ENGL 150 and HIST 201
HIST 411 Comparative Topics in African History and Culture
This course is designed to assist students in the examination of
Slavery, Colonialism, and Independence on the African Continent.
Historical developments within the Continent will be studied with
emphasis on their similarities and differences. The stimuli for change
in the various societies and regions will be highlighted. For example,
the impact of Islam in North, West, and East Africa will be compared,
and the changing pattern of commerce in West and East Africa will
be studied. Similarly, the African experience during the periods of
European conquest, colonization, national liberation, and nationbuilding at independence will also be examined.
HIST 412 Select Topics in African-American History
This course deals with selected issues that have helped to form the
unique African-American culture and history. It examines the major
forces and people that have contributed to the creation of that history.
Topics such as Blacks in slavery, emancipation, reconstruction,
northward migration, the Harlem Renaissance, the Civil Rights, and
Black Nationalist Movements will be critically examined.
Pre-requisites: HIST 101 or HIST 102, HIST 208 and ENGL 150
HIST 473 Hip Hop: historical, social and political discourses
Certain music reflect changes and advances in the historical,
social and by extension political fabric of American society that
can be symbolized and viewed as catalysts in the development of
landmark legal decisions, the formation of changes in the society?s
social institutions and voices of sentiment that far exceed aesthetic
appreciation. Hip Hop: historical, social and political discourses
will present the above thesis through key music compositions
that highlight aural and visual representations to students through
connections that may be illustrated in legal decisions that result in the
origins of laws, in the historical record in U.S. society from the rise
of the Jim Crow era (1896, Plessy vs. Ferguson), to its dismantling
by Brown vs. Board of Education (1954) and continuing through
the end of the Vietnam Conflict (April 30, 1975, the Fall of Saigon).
Contemporary society is extrapolated to show how the development
of rap and hip hop are contributions from these events. This is a
period of advancement characterizes the most creative outpouring of
production for African Americans, or any ethnic group for that matter,
in the U.S. 20th and early 21st centuries. Pre-requisite: None
POL 101 Introduction to Political Science
Basic concepts in political science, including the nature of political
power, definitions of basic terms; constitutional and behavioral
approaches used in the study of political science.
POL 200 Introduction to American Government
The constitutional framework, of the U.S. political system, with
special attention to relationship between cities, states, national
government in the system; the relations between the Presidency,
Congress, and the Supreme Court; the nature of the American
political party system, and of the workings of interest groups;
relationship between the American social, economic, and political
systems; and contemporary issues in American government are
examined. Pre-requisites: ENGL 112 and POL 101
POL 205 Comparative Government
This course focuses on the political systems in selected nations
in Western and Eastern Europe, systems in developing areas.
It considers the impact of the economic system on that political
system and vice versa and discusses political culture as a variant in
comparative analysis. Pre-requisites: POL 101 and ENGL 112
POL 210 International Relations
This course covers the basis of relationships between nations;
the role of region and world international organizations and of
international law in international relations; basic considerations
underlying the development blocs; theories of international system;
contrasts between third world and major powers in regard to
inception of international relations are examined.
Pre requisites: ENGL 150
POL 216 State and Local Government
Studies include emphasis on the federal system context and upon
administrative and political decentralization, with special reference to
the inner city; fiscal aspects of state, federal and local relationships,
techniques for citizen influence on the political process. Especially
in terms of needs of inner cities; problems of rural and “suburban”
political power in relation to urban political power in relation
especially the inner city. Pre requisite: POL 200
POL 224 The Third World In World Politics
Studies include the emergence of a third world movement in the Post
World War II period; the concept of non-alignment; impact of the third
world movement on international politics generally and, upon the
major powers in particular. Third world challenges to the prevailing
assumptions of the international legal, political and economic
systems are examined. Pre requisites: POL 101 and ENGL 112
POL 228 History of U.S. Foreign Policy from I776 to the Present
This is a survey of the development of the American foreign policy
system from the revolutionary period to the present. Discussions will
include the determinants of American diplomacy, idealism versus
realism in American to reign policy, Monroe Doctrine, Manifest
Destiny, expansion and the American empire. In addition, emphasis
will be placed on America’s rise from a hemisphere to a world power.
Pre-requisite: POL 200
POL 300 The American Presidency
A study of the development of the American presidency. Focus
will be upon the nature and theory of the executive branch and its
relations with the other parts of government and society. Included will
be selected cases or the expansion and deterioration of presidential
power. Pre-requisites: POL 200 and ENGL 150
POL 320 The United Nations in International Politics
This course examines the origins, purposes, structures, role,
functions, and achievements and challenges of the United Nations
(UN). Specifically, the course will focus on some of the following
contemporary issues and problems as we enter the 21st century:
Peacekeeping, International Law, Human Rights, Humanitarian Aid,
Economic Development, Gender, Third World Debt, Refugees, Child
Labor, Sanctions, terrorism, and the Environmental degradation.
Attention will be given to conflicts and cooperation between states
in the Genera! Assembly, Security Council, and the influence of Non
Governmental Organizations (NGOs), and the operations of the UN
bureaucracy and its present attempts at internal reforms.
Pre-requisites: POL 101 and ENGL 150
POL 336 Constitutional Law
This course offers a study of selected U.S. Supreme Court decisions
that have been influential in determining the applicability and
meaning of the U.S. constitution. Emphasis will be placed on the
historical development of the court, including judicial review and the
role of the bench in such areas as civil rights.
Pre-requisites: ENGL 150 and POL 101 or POL 200
POL 338 Consumer and Poverty Law
This course presents the evolution to techniques for enhancing
consumer protection; the legal right of the consumer; his/her
awareness of these legal rights; the evolution of ombudsman
techniques; the administration of the law.
Pre-requisites: POL 101 or POL 200 and ENGL 150
POL 393 History of Western Political Thought I
This course offers an extensive review and a survey of Western
political thought from Plato to Rousseau and Paine.
POL 394 History of Western Political Thought II
This course focuses on major contributions of political thought and
theories of the modern slate from Rousseau to the present time,
including such figures as Hegel, Marx, John Stuart Mill, Nietzsche,
Fanon, Marcusc, and Dewey. Pre-requisite: POL 393
POL 410 Politics of Developing Nations
This course critically examines the political and socioeconomic
evolution of the Third World. Specifically, the course surveys
the post-war post-colonial context into which newly independent
nations began their complex journey toward economic, social, and
political development. The course examines the impact of ideology,
nationalism, and cold war. Also covered are class structures,
gender, structures of governance, and problems of economic and
social development. The course critically examines the relationship
between the Third World and the policies of the major powers,
multilateralism, and regional organizations.
Pre-requisites: POL 101 and ENGL 150
150
POL 420 Colloquium on the Rule of Law, Justice and Human
Rights
This course is intended to provide students with the opportunity
to understand the concept of human rights and the role the legal
system play and can play in protecting this revered ideal. “Rule of
Law” indicates legal rule making as a set of principles that we are all
obliged to obey either nationally or internationally.
The idea of rights is indispensable to modern moral discussion, but
it is also fraught with danger. Human beings possess “rights’” that
protects them from the aggression of others, and especially from
the power of governments under which they live. The interaction of
politics, law, the stare and international organizations with regard to
the general notion of human rights will be the subject of this course.
POL 422 Seminar on United States Foreign Policy
This course will focus on the changes and continuities of United
States foreign policy in the World. Objectives of national strategy,
effects of technology and social change on political, military and
economic components of foreign policy will be rigorously analyzed.
The course will review U.S. foreign policy during the cold war, nuclear
weapons, relations with the former Soviet Union and China and the
enduring concern with national security. A major theme will be new
post-cold war issues of globalization, tree markets and international
terrorism. Another theme will be the restructuring and reorientation
of U.S. foreign policy to meet the new challenges of the 21st century.
The course will focus on economic, strategic, diplomatic, regional,
and military alliances, sources of global conflicts and their resolution.
An important theme of the course will be United States relations with
the Third World. Pre-requisites: ENGL 150 and POL 101 or POL 200
SOC 101 Introduction to Sociology
This course will familiarize the student with the basic concepts in
sociology and develop his/her appreciation of the nature and scope
of the discipline. Emphasis will be centered on the critical importance
of human interaction, inter-and intra-group relations, cultural relativity,
the process of socialization, race, caste and class stratification, and
on sex, age, and other bases of differentiation. The structure of social
organizations and of institutions and the nature of power, authority,
and status as well as the problem of social change will be analyzed.
SOC 209 Urban Lifestyles
This course examines the different lifestyles and characteristics of
various neighborhoods, social class, race, ethnicity, culture, and
other factors affecting urban environments will be discussed with
special attention given to the multicultural nature of New York City.
Prerequisite: SOC 101 and ENGL 112.
This course focuses on classical sociological theories that were
developed and disseminated by Auguste Comte, Emile Durkheim,
Karl Marx, and Max Weber. In addition to examining the contributions
of classical social theorists, this course also examines the works
of Harriet Martineau, Ida B. Mills, Jane Addams, W.E.B DuBois,
Walter Rodney, and Frantz Fanon. The reason for examining the
contributions of the aforementioned authors is because the field of
classical sociological theory has been dominated by the research
of White European males. The contributions of women, blacks, and
minorities have been significantly marginalized.
To address the invisibility of marginal social theorists, this course
attends to classical and contemporary social theorists and their
theoretical models for examining the social universe. Prerequisite:
SOC 101 or SSC 101 and ENGL 150
SOC 302 Social Stratification
This course analyzes the social basis upon which groups and people
have been ranked based on gender, nationality, religion, class,
and race. It delineates the implication of this ranking as it relates
directly to dominant and dominated groups’ access to wealth, power,
prestige, and equal opportunity. In its analysis of the social basis for
social stratification in the United States and the world, this course
examines globalization, capitalism, and the new and/or emerging
forms of hierarchical relationships, which are unfolding within and
between nation-states that are competing in the interstate system.
Prerequisite: SOC 101 and ENGL 150
SOC 303 Social Deviance
This course will deal with a broad range of “deviant” behavior with an
emphasis on such behavior common to groups in our society. The
legitimacy of the concept of “deviance” itself will be examined within
the context of problems of socialization, norms, and the pressures of
society. Salient topics are: drugs, social behavior, religion, politics,
and crimes as they relate to deviance. Pre-requisites: SOC 101 and
ENGL 150
This course is an introduction to the major sociological theories
and their sociopolitical implications. Current sociological theory
developments will be studied. Students will compare and evaluate
the analytical and conceptual contributions of the sociological
theorists. Pre-requisites: SOC 101 and ENGL 150
SOC 336 Police and the Penal System
This course will examine a study of latent and manifest functions
of the Police and Penal System, sources of community/police
antagonism, and the nature and practices of crime control in
the Criminal Justice System. In the area of Criminal Justice and
Administration we will examine the social dynamics of those legal
institutions (police, courts, and corrections) dedicated to dealing with
criminal behavior and overall social control. Pre-requisites: SOC 101
or SSC 101 and ENGL 150
SOC 338 Social Welfare and Social Policy
The evolution of social service in the U.S. from the beginning of the
century to the present will be studied. Specific references will be
made in regard to the social welfare movement, covering such topics
as the growth of settlement houses, social security, adoption, foster
care and public assistance. The regulatory control exercised by
federal, state, and municipal government in the area of social policy
will be examined. Pre-requisites: SOC 208 and SOC 321
SOC 340 Selected Problems in Community Development
This course deals with major issues facing the local community, e.g.
housing, the delivery of health and social services and education.
The student should be involved as participant/observer in at least
one of these areas. Pre-requisites: SW 220 and ENGL 150
SOC 404 Social and Behavioral Sciences
This course deals with the role and contributions of women to the
development of our society, analyze the forms of gender inequality
operating within societal institutions, and comprehend the ways in
which gender and sexuality are socially constructed. The course
examines a wide spectrum of theories that attempt to understand
the concept of gender and explain the differences between “men”
and “women” in society. Of those theories, Feminism has been the
most important framework for examining gender issues as they relate
to social inequality and identity. As such, the exploration Feminist
scholarship will be emphasized in the course. Pre-requisites:
SOC 101 or SSC 101 and ENGL 150
SOC 410 The Role of the Church in the Black Community
This course will provide an intensive study of the historical roots,
development, influence, ideology, and total function of the church in
the Black community in America.
The role of religion as an instrument of protest, escape mechanism,
emotional outlet, focal point of political organizing and of social life
will be analyzed. Pre-requisite: SOC 340
SOC 412 Gerontological Seminar
Contemporary public policy and political issues, and contemporary
concerns affecting the elderly such as AIDS, substance abuse,
homelessness, elder abuse, developmental disabilities, immigrant
status, homosexuality, imprisonment, care giving roles and minority
status, will be addressed. Needs assessment, proposal writing,
program planning skills and managing services for the aged will be
reinforced; as well as the need to develop linkages between the
aging service system and other health and social service systems.
SOC 457 Community Organization and Selected Problems in
Community Development
This course introduces the dynamic nature of urban social life that
emerged with the industrial revolution and continues to evolve in a
21st century world dominated by the global economy. The course
explores techniques of community organization with an emphasis
on metropolitan urban centers, such as senior centers and youth
programs. Community development, community planning, and
community action-organizational models will be examined. A specific
focus will be on issues facing the local communities of the greater
New York City and the metropolitan area. Pre-requisite: SOC 101 or
SSC 101 and ENGL 150.
SSC 101 Culture, Society, and Social Change
This interdisciplinary course is designed to give a broad overview of
the subject matter covered by the Social Sciences and to introduce
students to basic concepts, approaches, and principles governing
Social Sciences. The underlying theme of the course is culture,
society and social change. Attention is given to the historical
development, continuity and changes in social institutions, culture
and society. Among the topics discussed in this course will be the
contributions of women to the development of social sciences and
gender issues as they pertain to social inequality in the United
States. Pre/Co-requisite: ENGL 112
SSC 205 Introduction to Research Methods in Geography,
History and Political Science
This course introduces students to the methods of research in the
three allied fields of Geography, History, and Political Science and
will be taught by instructors in those fields. Students and faculty have
the opportunity of sharing their research experiences, approaches
and techniques. The topics to be discussed include the purpose of
research; major steps in research; procedures for field investigation,
data collection and analysis; and the research proposal and what it
should contain. Also to be discussed are specific problems
associated with research in various aspects of Geography, History
and Political Science and the research report.
Pre-requisite: SOC 101 or Permission of chairperson
SSC 260 Independent Study
This course is designed to allow students to integrate theory and
practice in a social science area or to do research on current social
issues. SSC 260 is open to all lower division social science majors
who have earned at least 39 credits and an average of 2.5 in the
Social Sciences. Admission into the course must be approved by the
Department Chairperson before registration. Once registered, the
student will submit a proposal to the assigned instructor, who must
approve it within the first three weeks of the semester. The proposal
will indicate the type of project to be carried out, the educational
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purpose to be achieved, and the learning methodology which will be
followed to meet the learning objective. The instructor and student
are required to meet at least once a week. Upon completion of the
proposed study, the student will submit a final report to the instructor.
Pre-requisites: ENGL 150 and Permission of chairperson
SSC 303 Statistics for the Social Sciences
The objectives of this course are to provide students with an
understanding of basic statistical procedures involving frequency
distributions, central tendency, variability, z-scores and standardized
distributions, probability, hypothesis testing, and correlation. In
addition, students will also learn how to enter data into a statistical
software program (Statistical Package for the Social Sciences:
SPSS) and generate frequency distributions, histograms, measure of
central tendency and variability in SPSS. Students will also learn to
narrate descriptive statistics and construct tables. Pre-requisite: MTH
136 or MTH 138. Co-requisite: ENGL 150
SSC 304 Social Science Research Methods
This course will familiarize the student with the varied techniques
used in social research. The focus will be on the types of data that
are generated by the various social science disciplines and the
methods used in analyzing the data. Students will be introduced
to the principle of research design, the mechanics of qualitative vs
quantitative research, the mechanics of interviewing, case study,
questionnaire construction and tabulation. The various biases and
other factors of social research will be covered.
Pre-requisite: SSC 303 (only for Juniors and Seniors)
SSC 305 Critical Issues in Society
This course provides students with the opportunity to examine critical
issues facing society today. Concerns such as gender and cultural
diversity, racism, sexism, economic inequality, schooling, family
related problems, criminal behavior, suicide, alcoholism, and ethical
conduct will be emphasized. The critical approach to social problems
shall be used as the preferred conceptual framework for analysis.
Pre-requisites: ENGL 150 and SSC 101
SSC 306 Race, Class and Gender
This course examines the major social issues and problems facing
modern society. It will focus on contemporary issues of power
and inequality that center on divisions of class, race and gender.
Industrialization, urbanization, and immigration will provide an
historical context for discussion. While the material presented in
this course will come from the perspective of the instructor, the
foundational objective is to provide students with a range of tactics
and strategies for confronting the social issue of our society not to
dictate what students should think about said issues. Prerequisite:
SSC 101 and ENGL 150
SSC 307 World Geography
This course focuses on spatial patterns and their interrelationships
with population, economic activity and political units. The thesis of
Ellsworth Huntington about people’s capacity for physical work and
intellectual development in relation to climate is critically revisited.
Students also study how geography keeps tract of the changing
political and cultural divisions in selected countries, as well as with
the exemplary analyses that have been made for exploring how
these divisions are influenced by past changes and how they are
likely to be influenced by changes in the future. Pre-requisites: ENGL
150 and SSC 101
SSC 403 Senior Seminar
The Senior Seminar provides a focus in which all prospective thesis
writers share their experiences, approaches and techniques. The
course will focus on the requirements of the Senior Thesis. Each
student is to present a research proposal. The proposal must spell
out the problem, theory, hypothesis, and method of data collection,
analysis and testing the hypothesis. Tentative chapter headings and
bibliography must be included and defended. The proposal must be
presented at a meeting of the whole class at the end of the Semester
before submission to their thesis advisors. Pre-requisite: Permission
of chairperson
SSC 404 Senior Thesis
The subject matter to be discussed in the senior thesis should be
identified by the junior year. Students are encouraged to choose
topics that excite them and are drawn from their academic field and
personal backgrounds. Students are expected to engage in some
primary research and original analysis and interpretation. The thesis
is due the 3rd week in November for January graduates and the 3rd
week in April for June graduates. Pre-requisite: SSC 403
SSC 500 Independent Study
This course is designed to allow the student to integrate theoretical
concepts and current issues in a social science area of interest, by
developing and carrying out a research project. SSC 500 is open to
all social science majors in their senior year with an index of 2.5 or
better, who have completed the required research methods course.
The student meets with the instructor regularly once a week. Student
and instructor must establish performance criteria, the attainment of
which must be demonstrated at the end of the course in the form of
any appropriate culminating project. All outlines should be submitted
to chairperson for approval the semester prior to registration for SSC
500. Pre-requisites: SSC 304 and Permission of chairperson
SW 220 Introduction to Social Work
This course is an introduction to the profession of social work and
the philosophical, societal and organizational contexts within which
professional social work activities are carried out. This course
provides the opportunity for students to explore their interest in
andpotential for a career in social work. It introduces the knowledge,
skills, and values of social work as a profession and explores the
role of social workers within the broad areas of social welfare and
social services. Social work practice requires extensive knowledge
about the human condition, problems in living, problem solving,
the delivery of human services, and the institutions that comprise
today’s social welfare system. Cognitive and interaction skills
necessary for competent practice are introduced in this course. The
course emphasizes the value base of social work practice and its
commitment to diversity, social and economic justice. Social work
practice and policy in an international setting as well as examples
of innovative approaches to social work issues that are common
to many countries will also be discussed. Special attention will be
given to crisis and trauma counseling of victims of hurricanes, floods,
Tsunami, Katrina and Rita and other natural disasters. Students
are encouraged to bring to class sessions examples of their work/
involvement in disaster relief efforts. Pre-requisite: ENGL 112
SW 231 Social Work Methods: Micro Practice with Individuals
This is the first of three social work methods courses. This course
introduces the knowledge and skills of generalist social work practice
including engagement, assessment, planning, implementation,
evaluation, termination and follow-up. The empowerment and
strengths perspectives, and social work values and ethics are applied
to practice with clients of diverse racial, cultural, class and religious
backgrounds. Focus is on micro practice with individuals and
families. Pre-requisites: ENGL 150 and SW 220
SW 301 Social Work Methods I
Methods of Social Work Practice I will provide students with
the knowledge and skills of generalist social work practice with
individuals and families. Social work values and ethics, interviewing
skills and differential interviewing techniques with clients of diverse
racial, cultural, class and religious backgrounds will be addressed.
Problems solving methods, ethical and purposeful use of self and use
of theory to guide practice will be emphasized. After a review of the
theoretical framework of generalist social work practice, the course
will focuses on the development of interviewing skills necessary
to work with clients in promoting change that supports social and
economic justice, and ends with an introduction to assessment,
goals, and contracting. Pre-requisites: SW 220 and SW230, and
ENGL 150
SW 303 Spirituality and Social Work
Social workers must be equipped to respond to clients in spiritually
sensitive and appropriate ways that facilitate the practice of the
profession and benefit clients. This course engages students in a
critical examination of the role of culture, religion and spirituality in
a systematic effort to address holistically the needs of individuals,
families and communities drawing upon the services of a social
worker. Recognizing that persons are shaped not only by biological,
psychological, and sociological experiences but also spiritual and
cultural experiences, this course will examine critical issues related
to culture, religion and spirituality and social work practice in regards
to clients of diverse cultural, religious and philosophical perspectives.
The course will provide answers to such questions as: What is
spirituality? How is it relevant to social work practice?
Pre-requisites: SW 301, SW 302, and ENGL 311.
SW 304 Social Work Practice: Theories of Human Behavior in
the Social Environment
This course focuses on theory and knowledge of individuals and
families including biological, social, psychological, spiritual and
cultural factors that impact human development and behavior in
a global context. Utilizing the generalist approach to social work
practice, a social systems perspective is applied to understand
the relationships between and among individuals, families and
the broader social environment. Diversity is presented in its many
facets covering ethnicity, culture, race, social class, gender, sexual
orientation, age and disability. The impact of discrimination and other
forms of oppression on individual development and behavior are
examined. Pre-requisites: SW 220
SW 305 Child Welfare System
This course will examine the emergence of the child welfare system
in the United States. Specific references to the social welfare
movement, social policy as it affects children from different cultural
backgrounds, and recent changes in local child welfare systems will
be examined. Topics covered will include adoption, foster care, child
abuse and neglect and the inter-relationship between social problems
and policies on the child welfare system. The role and responsibilities
of the child welfare worker will be addressed. Pre-requisites: SW 301
and SW 302
SW 308 Social Research Methods for Social Work
This course will familiarize the social work student with the varied
techniques used in social research. The focus will be on the types of
data that are generated by the various social science disciplines and
the methods used in analyzing the data as it pertains to social work.
Social work students will be introduced to the principle of research
design, the mechanics of qualitative vs. quantitative research, the
mechanics of interviewing, case study, questionnaire construction
and tabulation. The various biases and other factors of social
research will be covered. Pre-requisites: MTH 209 and ENGL 150
and SW 220
SW 309 Substance Abuse – Counseling Theory
In classroom sessions, students will acquire an understanding of
AOD abuse as a bio-psycho-social problem. Applying basic social
work principles, participants will learn a spectrum of treatment
approaches to helping clients achieve abstinence and long-term
recovery and acquire insight into the client-counselor relationship.
Sessions will include counseling exercises, experiential group
experience and other counseling techniques designed to hone
students’ counseling skills that are vital in a clinical setting. Lectures
and readings will address: intakes; DSM-IV diagnoses; leading
and co-leading groups; individual counseling; family counseling;
treatment planning, motivating clients to change; self-help programs;
encountering resistance; relapse prevention; vocational training and
referrals and termination. Pre-requisites: SW 301 and SW 302 and
SW 337
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SW 310 Medical/ Social/ Psychological Aspects of HIV/AIDS
This course is designed to familiarize students with the disease,
culture, and behaviors related to the HIV virus and AIDS. The course
will also examine HIV transmission and prevention; including the how
even small amounts of AOD reduces inhibitions, impairs judgment
and increases the risk of potentially life-threatening behaviors. Also
addressed with be the impact of HIV-AIDS on different populations
groups (e.g., racial/ethnic groups, men and women, LGBT
and the elderly). Pre-requisites: SW 301 and SW 302 and SW 337
SW 311 AOD Counseling with Diverse Population
This course will address AOD use as it effects different populations
of various racial and ethnic groups, the disabled, LGBT, adolescents,
the elderly and the homeless. Students will acquire an understanding
of the effects of cultural, racial and ethnic similarities and differences.
Key concepts and practices that encourage effective cross-cultural
communication (counselor-client and staff-to-staff) in AOD counseling
will be examined. NASW cultural competence issues will also be
addressed. Pre-requisite: SW 310
SW 312 Drugs and Personal Health Substance Abuse Disorder
This course provides an overview of the different legal, prescription,
over-the-counter and illegal drugs that are used by a cross section
of the American population. Legal ramifications of the use of these
various chemicals will be carefully examined. The effects of drugs
on the total well being of the individual, families and communities
will also be investigated. Additional topics to be addressed include:
prevention measures to discourage inappropriate use, the economic
and costs of drug use (including crime and incarceration factors).
Pre-requisite: SW 311
SW 315 International Social Work: Policy, Practice and Social
Justice
This course is designed to enable students to compare policies and
practices in another nation, to understand cultural differences, and to
underscore the important role that culture plays in establishing social
work best practices. It addresses the interests of students interested
in international social welfare practice abroad and/or transitional
work in the United States with immigrants, foreign students and
international adoption, etc. Specific areas of study will include a
comprehensive view of human rights principals and their importance
to social work practice and policy in an international setting.
The course will also present examples of innovative approaches to
social work issues that are common to many countries. This course
will also be invaluable as background for those wishing to participate
in the study abroad course at which time the student will have an
opportunity to travel abroad for an in-depth exploration of a social
problem or issues in an international country, region or culture. This
course also provides an orientation to international social work and
social welfare from a generalist perspective. Students will assess
their own cultural reference group by comparing other global cultures
and environments and learn to evaluate domestic and foreign social
welfare systems as they are exposed to the practice and work of
social workers from other cultures, focusing on historical and current
global social justice issues. Pre-requisites: SW 301 and SW 302
SW 321 Social Work with Children and Families
This course will explore some of the critical issues that impact on
social work services for children and their families and examine an
integrative model for assessing the needs of children and others in
the family in order to develop appropriate strategies for intervention.
Cultural and ethnic issues in working with children and with special
needs children and their families and will be emphasized. Students
will also examine ethical issues of this field of practice as well as
other issues related to diversity, spirituality, power, conflict, abuse
and neglect, divorce and blended families will be addressed.
Pre-requisites: SW 301 and SW 302
SW 323 Social Work With Diverse Populations
This is designed to review and affirm the history, cultural values,
and family structures of the diverse life styles within African,
Asian, Mexican, Puerto Rican and Native American cultures.
This examination of diversity will include issues within groups of
gender, class, age, immigration, history, sexual orientation, level of
acculturation, color, language, and religion and spirituality. From an
ecological perspective, the course will examine social and economic
factors which have shaped the experiences and socioeconomic
status of persons within these groups and will explore the relevance
of cultural diversity to social work values and practice
Pre-requisites: SW 302 and ENGL 311
SW 330 Social Work Methods: Mezzo Practice with Families and
Groups
This course provides the social work student a conceptual and
theoretical framework for social work generalist practice in diverse
settings and with client systems that social workers interact with
in various roles. There is emphasis on ethics and values of the
profession as they apply to situations with families and groups.
Learning methods will include lecture, reading, audiovisual,
discussion, role play, group exercise, and written assignment. This
course highlights the necessary skills to address the needs of a
diverse population, preparing the student to provide social work in
agencies that serve people of various socioeconomic, racial, and
ethnic backgrounds, gender, age, physical and mental abilities, and
others who need social work services. Pre-requisites: SW 231
SW 331 Social Work Methods: Macro Practice with
Organizations and Communities
This course will further develop the knowledge skills of generalist
practice and will provide the knowledge and skills necessary to apply
problem solving methods to groups and communities. Students
will learn alternative intervention strategies with populations at risk,
and examine ethical conflicts in work with groups and communities.
Emphasis will also be placed on teaching students how to conduct
a generalist social work assessment and engage in action planning
in order to frame suggested solutions to group and/or community
problems.
This is a service-learning course and students will be expected
to devote sixteen hours outside of class during the semester in
preselected community sites. Pre-requisites: SW 330
SW 337 Populations at Risk
This course will explore factors that constitute being “at risk”. Class
discussions will focus on issues of income disparities, racial and
ethnic group discrimination, religious intolerance, elitism, sexism and
ethnocentrism which contribute to perpetuating powerlessness in a
society. A major focus of this course is to encourage critical thinking,
in a post 9/11 era, about some controversial issues and “risk”
factors that contribute to injustice and inequality. Students will be
encouraged to develop suggested recommendations and strategies
for solving some of society’s social problems. The course will also
address issues regarding people of color, women, gay and lesbians
as well as special populations. Other concerns including the elderly,
physically and mentally disabled are included in many different
courses throughout the social work curriculum. Each practice
course contains information pertinent to working with these groups
atdifferent system levels. Policy courses emphasize the impact of
discrimination, economic deprivation and oppression upon these
groups. Pre-requisites: SW 302 and SW 323
SW 338 Social Welfare Policy and Services
This course examines the history and development of social
welfare policy through the present with a significant focus on the
contemporary social welfare policies and issues. As students
examine contemporary policy the course moves from an historic
analysis toward an examination of the methods of analysis of:
policies, proposals and alternatives. Students will be expected to
address a contemporary social problem and analyze the range of
social policies and policy proposals in order to develop a position
paper and presentation. Students will learn how to analyze policy
from a values perspective with a focus on social and economic
justice. There will be an emphasis on populations-at-risk, including
ethnically and culturally diverse populations, the elderly and the
physically challenged. Pre-requisites: SW 220, SW 230 and ENGL
311
SW 340 Selected Problems in Community Development
This course deals with major issues facing the local community, e.g.
housing, the delivery of health and social services and education.
The student should be involved as participant/observer in at least
one of these areas. Pre-requisites: SW 220, SW 230, and ENGL 311
SW 350 Principles and Practices of Social Work with Addicted
Populations
This course is designed to introduce students to the professional
and ethical responsibilities of AOD counselors, including ethical
principles; behaviors and boundaries in clinical relationships;
confidentiality laws; and the importance of counselor wellness. State
and Federal laws and procedures that relate to confidentiality (of
patient records in general and HIV related issues in particular) and
the need for practices that encourage counselor wellness will be
addressed. Students will also examine in depth the Code of Ethics of
the National Association of Social Workers (NASW).
Pre-requisite: SW 312
SW 402 Child Welfare Case Studies
This course examines actual case studies from the field of Child
Welfare. These case studies will present multiple issues (e.g.,
biological, psychological, social) to help students link theoretical
frameworks to what is practical in working with children and families.
Using the generalist problem solving method, students will learn
how to analyze diverse cases in child welfare practice by engaging
families, assessing needs, and designing an appropriate treatment
plan. The cases will expose students to diverse cultures, families
who come from different socioeconomic backgrounds and provide
them with opportunities to become familiar with safety and risk
assessment, family case analyses and assessment diagrams.
Pre-requisites: SW 305 and SW 340
SW 405 Legal, Ethical and Advocacy Issues in Child Welfare
This course is designed to examine how the legal and the
court system work, major functions of forensic social work, the
interdependency of law and social work, the skills necessary for
social workers and others in the helping profession to be effective
advocates for children within the legal system. The course will
also address ethical conflicts for the social worker operating within
the court system in relation to the social work code of ethics.
Students will examine and discuss constitutional law, statutory law,
administrative law and judicial and common law as they impact on
social work services for children and their families. Recent court
decisions related to children’s parents and caregivers rights and
their impact on professional standards of social work practice, policy
frameworks and operations of child welfare programs will also be
examined. Classroom discussions and research will examine reforms
in the delivery of social service influenced through class action suits.
Pre-requisite: SW 301, SW 302 and ENGL 311
SW 409 Intergenerational Issues in SW
This course will explore intergenerational issues in social work
which impact on the elderly and their families and/or caregivers.
Specifically, this course will focus on working with elders and their
support network, e.g., spouses, partners, family members and
caregivers. The course examines the biological, psychological and
social effects of aging and provides the student with approaches
to affective assessment and intervention strategies. Social work
practice and treatment issues are identified to help students develop
assessment and treatment skills for work with older adults and their
families. Concrete service, delivery and policy implementation are
addresses in addition to individual, small group and family treatment
techniques. The student is encouraged to explore and reflect on his
or her attitudes, experiences and behaviors related to the elderly on
a personal and professional basis. Pre-requisites: HSC 302
SW 420 Field Practicum I
This course integrates the knowledge, values, and skills developed
throughout the social work curricula. Students engage in structured,
individualized learning opportunities in a community agency setting.
Faculty, agency field instructors, and students collaborate to facilitate
the transition from classroom to generalist social work practice.
During the semester, students will complete 15 hours per week for a
minimum of 200 hours in an agency setting approved by the Medgar
Evers College Social Work field coordinator. The seminar will serve
as an opportunity to integrate knowledge, skills, and theory with the
practical field experience. Pre-requisites: SW 323 and SW 327 and
SW 403
SW 421 Field Work II
This course integrates the knowledge, values, and skills developed
throughout the social work curricula and is the capstone course in the
Social Work sequence. Students continue to engage in structured,
individualized learning opportunities in a community agency setting.
Faculty, agency field instructors, and students collaborate to apply
generalist social work skills, values and knowledge in the practice.
During the semester, students will complete 15 hours per week
for a minimum of 200 hours in an agency setting approved by the
Medgar Evers College Social Work field coordinator. The seminar will
serve as a culminating opportunity, where the knowledge, skills, and
theories learned in social work courses are understood in the context
of practical application. Students are expected to submit a portfolio
of work that includes practice addendums. A practice research paper
will be required. Pre-requisite: SW 323, SW 337, SW 403 and SW
420
SW 457 Community Organization
This course explores techniques of community organization with
an emphasis on metropolitan ghettos, senior citizens, and youth
programs. Community development, community planning, and
community action-organizational models will be examined.
Pre-requisite: Permission of the Chairperson
School of
Science, Health
and Technology
School of Science, Health and
Technology
Dean:
Mohsin Patwary
718 270-6217 office
718 270-6196 fax
[email protected]
Offoce:
A-406 E
BS in Computer Science
AS in Computer Science
AS in Science (PECS concentration)
GENERAL INFORMATION
The School of Science, Health, and Technology, consisting of the
Departments of Biology, Mathematics, Nursing, and Physical,
Environmental and Computer Science, offers degrees on both
baccalaureate and associate levels.
Executive Assistant:
Patricia Berlianshik
718 270-6217 office
718 270-6196 fax
[email protected]
MISSION
Office:
A-406 D
The School’s mission is prepare students from diverse
DEPARTMENTS AND CHAIRPERSONS
socioeconomic, educational, cultural and ethnic backgrounds for
productive careers, and to offer advanced study in the sciences,
Biology:
Anthony Udeogalanya
mathematics, computer science, environmental science, nursing,
718 270-6200 office
and the health related professions, using state of the art facilities.
718 270-6185 fax
The School is dedicated to increasing the number of New York
[email protected]
Metropolitan area students, particularly those from Central Brooklyn,
Office:
A-306 E
who pursue careers in these fields.
The School serves students with interest in other fields of study as
Mathematics:
Terrence Blackman
well. Through course offerings in science, Mathematics and Nursing,
718 270-6168 office
these students will acquire the knowledge and skills necessary
718 270-6185 fax
to succeed in their chosen fields and to become the literate and
[email protected]
informed citizens who will lead us in the twenty first century.
Office:
A-L08 E
Nursing:
Office:
Georgia McDuffie
718 270-6222 office
718 270-6235 fax
[email protected]
A-213 E
Physical,
Environmental
and Computer Science: Wilbert Hope
718 270-6453 office
718 270-6197 fax
[email protected]
Office:
A-506 E
DEPARTMENTS AND REGISTERED DEGREE PROGRAMS
BS in Biology
AS in Science (Biology concentration)
BS in Mathematical Sciences
Department of Nursing
BS in Nursing
AS in Nursing
Certificate in Practical Nursing
Department of Physical, Environmental and Computer Sciences
BS in Environmental Science
160
The School also strives to promote the academic and professional
success of its students through a supportive net work which includes
tutoring in departmental Learning Centers, topical workshops,
individualized academic advisement and specialized mentoring in
selected fields. In addition, outside scholars and professionals are
invited to lecture, thus exposing students to additional knowledge
and wisdom. Students will also be encouraged to take advantage of
the many collaborative academic efforts between the departments of
the School and other colleges and universities, including those within
the CUNY system.
Chairperson:
Anthony Udeogalanya
718 270-6200 office
718 270-6498 fax
[email protected]
Office:
A-306 E
Faculty:
Carolle N. Bolnet, Ann Brown, William Carr
Margaret A. Carroll, Edward Catapane
Charles desBordes, Patricia Ferdinand
Mozaffar Hassan, Seymour Ien, Emmanuel
Igwegbe, Alam Nur-E-Kamal, Ebere Nduka
Mohsin Patwary, Chiyeda Small, Mamdouh AbdelSayed, Anthony Udeogalanya, Doris Withers,
Joy Johnson
GENERAL INFORMATION
The misson of the Department of Biology is to produce high quality,
professional, career-oriented graduates who wish to pursue careers
in biology, applied biology, research, medical and paramedical fields
as well as biologically related fields.
The Department’s curricula focus on the following goals:
1. To increase the participation of students with diverse
educational, socio political, and cultural backgrounds in the
biological sciences, in the professions of medicine, dentistry,
research, teaching and other biologically related fields.
2.
To provide students with the essential knowledge and skills
needed for career advancement and professional mobility.
3.
To provide knowledge of the role that modern biological science
and technology play in society and to provide students with a
sense of responsibility for their humanistic applications.
4.
To prepare students for leadership roles in their communities
and to foster their personal growth and development.
5.
To enrich knowledge and experiences of residents of the
community in the biological sciences.
6.
To increase community awareness and interaction in order
to provide the community with the necessary knowledge and
commitment to advocate for increased support for students and
programs in the biological sciences.
The faculty and staff of the Biology Department endeavor to enrich
the academic experience of our students by continuing to develop
new programs and courses, and by establishing educational and
research collaborations with other prominent universities, advancing
professional development through research, seeking grant funding
to support faculty research and student internships, participating in
scientific conferences and producing scholarly publications.
Both students and faculty have available to them modern and
well-equipped computerized laboratories with state of-the-art
instrumentation in the areas of microscopy, VIS, UV, IR and
fluorescence spectrophotometry, gel electrophoresis, HPLC microspectrofluorometry, PCR, electro-physiology, ultracentrifugation, and
image analysis.
The Biology faculty continue to implement strategies to further
strengthen the Department by increasing the academic and
professional success of its student population and also by promoting
awareness of MEC’s role in the local Brooklyn community. Many
of the faculty have participated in local community events by
volunteering as judges in science fairs and giving guest lectures
at regional schools and civic associations. The Department is
responsible for the creation of two initiatives that promote educational
improvement in the Crown Heights area:
1. The “PS 161 Science Program” provides quality laboratoryoriented instruction in Earth Science, Physical Science and
Biology to its elementary students by utilizing the Biology
Department’s labs and faculty to teach these courses to the
students in a college environment.
2.
The “School District 17 Biology Teacher Preparation Program”
is a joint initiative with the school district, which provides high
school teachers the opportunity to upgrade and enhance their
science education and teaching capabilities.
3.
In addition, the Editorial Board of the Journal In Vivo, the
publication of the Metropolitan Association of College and
University Biologists (MACUB), is composed of Biology faculty
and produced and distributed by the Biology Department
at MEC. Collectively, all these activities have enabled the
Department of Biology to become a “Center of Excellence” at
Medgar Evers College.
BIOLOGY CSTEP PROGRAM
The Biology-CSTEP Program, sponsored by the New York State
Education Department, is designed to increase the number of
historically underrepresented and economically disadvantaged
undergraduate students who successfully complete pre-professional
education programs of study that lead to careers in biology, applied
biology, research, medical, and paramedical fields. The goal of the
program is to implement strategies and activities to:
1.
improve students’ basic study skills
2.
improve student performance in the biology program
3.
increase student retention in biology programs
4.
familiarize students with career options in biology, applied
biology, research, medical and paramedical fields
5.
increase students’ exposure to career professionals in biology,
applied biology, medical and paramedical fields
6.
ultimately increase the number and preparedness of students
completing the biology programs and going on to careers in
biology, applied biology, research, medical and paramedical
fields.
The Biology-CSTEP Program provides a variety of activities focusing
on achieving these goals. These goals include seminars and field
trips; workshops and tutorials; lecture and teaching enrichment
sessions in reading, writing, mathematics, biology and other science
courses; career, academic and personal counseling; comprehensive
instructional services; and Research Internship/Field Experiences. A
diverse faculty from the Department of Biology works collaboratively
with additional resource personnel including research scientists and
professionals from outside the college to achieve these program
goals.
CSTEP-eligible students who express an interest and desire to
pursue a career in biology, applied biology, research, medical
and paramedical fields are selected from those in the Department
of Biology and from among the general student population. The
outcome thus far has been a pool of historically underrepresented
and economically disadvantaged undergraduate students well trained
and prepared for advanced postgraduate study and/or employment in
biology, applied biology, research, medical and paramedical fields.
Students interested in joining the Program should contact the
Program Director, Dr. Edward Catapane of the Biology Department.
UNDERGRADUATE RESEARCH OPPORTUNITIES
The Biology Department offers students the opportunity to
participate in the research activities of the faculty as a means of
enhancing their training in the sciences and giving them first hand
experience as to how new knowledge in science is obtained. The
faculty in the department have had research projects supported by
various agencies including NIH, NIGMS, NSF, NYS Department of
Education, Department of Defense and PSC/CUNY. In addition, the
Department has arranged summer internships for its students at
various institutions including Harvard University, the University of
Massachusetts at Amherst, University of Virginia Medical School,
Meharry Medical School/Vanderbilt University, Boston University,
University of Missouri and SUNY Health Science Center at Brooklyn.
The Biology Department also sponsors a fully funded international
summer research program, through the prestigious Fogarty
Fellowship administered by the National Institute of Health. This
Program has enabled students to visit and do research at various
Universities including the University of Helsinki in Finland; the
University of Dar es Salaam in Tanzania, the National University of
Singapore and Nanjing University in China. For more information
about any of these programs, contact the Chairperson of the Biology
Department or the Pre-professional Advisor for the School of Science
Health and Technology.
NSF MGE PARTNERSHIP WITH THE UNIVERSITY OF
MASSACHUSETTS AT AMHERST
The Minority Graduate Education (MGE) in Science Program
is an NSF funded program designed to increase the number of
underrepresented minorities in graduate Ph.D. science programs. As
part of the Program, UMass Amherst has developed a partnership
with the Biology Department at MEC to establish a pipeline for
qualified MEC students graduating with a BS degree in Biology
to enter a doctoral program at one of the following prestigious
Universities in the grant’s NE University Alliance:
1. University of Massachusetts Amherst
2.
Boston University
3.
The Massachusetts Institute of Technology
4.
Pennsylvania State University
162
5.
Rutgers/The State University of New Jersey
This partnership not only increases the options available to BS
Biology graduates but, as a result, both undergraduates, and the
Biology Department as a whole, benefit by having opportunities
available to them for student exchanges; faculty exchanges;
collaborative research; enhanced seminar programs and fully funded
summer research internships at any one of the university affiliates.
Biology majors interested in this Program should contact the Chair of
the Department for more information.
PRE PROFESSIONAL ADVISEMENT
All students wishing to attend medical, dental, veterinary,
osteopathic, chiropractic or graduate school should begin their preprofessional advisement process no later than the first month of their
sophomore year. An expert Pre-professional Advisement Committee
is available to Biology majors for personalized academic advisement,
research internship placement and organization of MEC-MCAT
study groups. In addition, the Pre-professional Committee sponsors
the weekly meetings of the Medgar Evers Science Association
(MESA). MESA activities include presentations by invited speakers
on careers in research, medicine and other health related fields. The
Department also maintains an articulation agreement with SUNY
Health Science Center at Brooklyn (HSCB), Early Medical Education
(EME) Program. This Program is part of a Health Resources
Administration grant whose focus is to increase the opportunity for
under-represented students to enter Medical School. Qualified MEC
Biology majors who successfully complete three consecutive summer
enrichment science programs taught and designed by HSCB Medical
School faculty, and achieve a minimum MCAT Score, are given a
guaranteed acceptance into SUNY-HSCB’s College of Medicine.
These students are also offered a special opportunity to shadow a
clinical faculty member one afternoon a week in order to give them a
first-hand view of clinical medicine. Students seeking advisement
in this area should contact the Chair of the Advisement
Committee, in the Biology Department.
ARTICULATION AGREEMENT WITH SUNY DOWNSTATE
An Articulation agreement exists between MEC and SUNY
Downstate Health Science Center at Brooklyn, College of Health
Related Professions. Students who apply to Downstate after
successfully completing a prescribed course of study at MEC
are highly considered for acceptance into one of the four SUNY
programs offered:
1. Physicians Assistant, BS degree
2.
Physical Therapy, BS/MS degree
3.
Occupational Therapy, MS degree
4.
Diagnostic Medical Imaging, BS degree
The Department offers qualified students extensive support and
counseling towards meeting the requirements for this preferred
admission. Students who are interested in any of these programs
should contact the MEC liaison to Downstate’s College of Health
Related Professionals, in the Biology Department.
ACADEMIC STANDARDS
Students in the Department are expected to pass Department of
Biology required Core courses with a grade of “C” or better. For
graduation, a student must have an index of 2.0 in his/her major.
Students will be required to repeat a course in their major in which
a grade of “D” or below is received, whenever the GPA in the
respective major drops below 2.0.
ACADEMIC AWARDS
Each year the Biology Department presents the Faculty of Biology
Award to the graduating senior with the highest GPA receiving a BS
in Biology. This award program has been expanded to include the
student graduating AS degree in Science (Biology Concentration)
with the highest GPA. The award for the AS Degree commenced with
the commencement ceremony of June 2007.
DEGREE PROGRAMS OFFERED BY THE BIOLOGY
DEPARTMENT
The Department of Biology offers two degree programs, an Associate
of Science in Science with a Biology concentration and a Bachelor of
Science in Biology.
Associate of Science in Science
The Associate of Science in Science degree enables students to
seek entry level jobs in science and allied health related areas.
The student attaining this degree may choose to transfer into the
Biology baccalaureate degree program at Medgar Evers College or
to transfer into Biology baccalaureate degree programs; pre-medical
or allied health programs (i.e. pharmacy, physical therapy, physician
assistant, respiratory or occupational therapy, diagnostic medical
imaging, health information management programs, food science
and medical technology) at other colleges. By appropriate course
selection in consultation with an academic advisor, students pursuing
the AS Degree in Science may choose courses to emphasize a
specific academic interest to prepare for career or advanced studies.
The degree program requires 60 credits in various areas. The
degree requires the completion of sixty (60) credits. The 60 credits
REVISED PROGRAM
FIXED / REQUIRED CORE
Course
Course Title
English Composition
MTH 115
BIO 211
TOTAL MAJOR REQUIREMENTS
BIO/L 201
General Biology I
BIO/L 202
General Biology II
CHM/L 105
General Chemistry
OR OR
CHM/L 201
Chemistry for Health Professionals
MTH 141 Finite Math
PHY/L 114
Basic Physics
CONCENTRATION
TOTAL GRAND TOTAL
Concentration 1: Biology & Pre allied health concentration
(Choose 12 credits from below)
BIO/L 251
BIO/L 252
BIO/L 261
Pathogenic Microbiology &
Immunology for Health Professionals
Concentration 2: Math concentration (Choose 12 credits from below)
MTH 151
Pre-calculus
MTH 202
Calculus I
MTH 203
Calculus II
MTH 204 Calculus III
OR
OR
MTH 206
Introduction to Mathematical Proof
3
18
4
4
4
3
3
12
30
60
4
4
4
4
4
4
4
4
*All students must pass a Computer Literacy exam or take a Computer Course
**Students interested in medical or other health related professions should register
for BIO 102 in place of FS 102. Students are required to take a minimum of two
courses in at least two disciplines of science and mathematics beyond the core
requirements. There are number of combinations of courses which will satisfy this
requirement.
Credits
3
3
3
BIO 101
OR
OR PHS 101
TOTAL
FLEXIBLE CORE
HIST 200
The Growth and the Development
of the U. S.
ART 100
MUS 100
Introduction to World Music Individual and Society
SSC 101
Scientific World
3
12
3
3
3
3
3
Bachelor of Science in Biology
The baccalaureate degree program is especially designed to prepare
students for entry into professional schools including medical, dental,
podiatry, optometry, and osteopathy and for entry into advanced
training in Allied Health Professional careers. This Program
also prepares students to enter graduate studies in biology and
biologically-related disciplines or to seek employment in education,
government or industry.
All students pursuing either the AS or BS degree must have a grade
of “C” or better in all Science and Mathematics courses. Students
with advanced abilities in Biology, Chemistry, Mathematics or Physics
should consult the Chairperson of Biology for possible exemptions. If
an exemption is approved then the students must take an appropriate
higher level course.
Students wishing to substitute transfer courses or other courses for
required courses should also consult with the Chairperson.
B.S. Degree in Biology
The Bachelor of Science in Biology requires completion of 120
163
BS Degree - Biology
REVISED PROGRAM
FIXED / REQUIRED CORE
Course
Course Title
English Composition
MTH 115
Credits
3
3
3
RECOMMENDED MATH COURSE:MTH 138 College Algebra/Trigonometry
BIO 101
OR OR
PHS 101
3
TOTAL
12
FLEXIBLE CORE
3
HIST 200
ART 100
3
MUS 100
SSC 101
3
Scientific World
BIO 211
3
TOTAL 18
COLLEGE OPTION
12
TOTAL 12
BIOLOGY CORE REQUIREMENTS
BIO 102 Career Seminar 1
BIO/L 201
General Biology I and Lab 4
BIO/L 202
General Biology II and Lab 4
BIO/L 302
Genetics and Lab 4
BIO/L 461
Molecular Biology and Lab
4
BIO 491 Cell Biology and Lab 4
BIO 499 Senior Seminar 3
CHM/L 201
General Chemistry I and Lab 4
CHM/L 202
General Chemistry II and Lab 4
MTH 151
Pre-calculus
4
OPTION A or OPTION B from below
42
TOTAL 78
GRAND TOTAL
120
OPTION A: Pre Med (42 credits)
CHM/L 304
Organic II and Lab 4
CHML/L303
Organic I and Lab 4
MTH 202
Calculus I 4
MTH 203
Calculus II 4
PHY/L 205
Intro. Physics I and Lab 4
PHY/L 206
General Physics II and Lab 4
ElectivesFrom Option A below
15
Open Electives
3
Option A: Pre Med and Pre Grad Electives
BIO 251, BIOL 251, BIO 252, BIOL 252, BIO 261, BIOL 261, BIO
403, BIOL 403, BIO 304, BIOL 304, BIO 311, BIO 312, BIO 323, BIO
331, BIOL 331, BIO 340, BIOL 340, BIO 351, BIOL 351, BIO 365,
164
BIO 370, BIO 373, BIOL 373, BIO 375, BIOL 375, BIO 376, BIOL
376, BIO 403, BIOL 403, BIO 410, BIO 413, BIO 462, BIO 463, BIO
472, BIOL 472, BIO 481, BIOL 481, MTH 222, CHM 341, CHML 341
OPTION B: General Biology (42 credits)
MTH 202
Calculus I 4
PHY 205
Physics for Health Professionals
4
Electives From Option B below
30
Open Electives
4
Option B: General Biology Electives
Course # Course Title Credits
BIO 102 Career Seminar 1
BIO 201 General Biology I 3
BIOL 201 General Biology I lab 1
CHM 201 General Chemistry I 3
CHML 201 General Chemistry Lab 1
PHY 114 Basics Physics
3
BIO 202 General Biology II 3
BIOL202 General Biology II 1
CHM 202 General Chemistry II
3
CHML 202 General Chemistry II lab 1
BIO 302 Genetics 4
BIOL 302 Genetics lab 0
BIO 491 Cell Biology 4
BIOL 491 Cell Biology lab. 0
BIO 461 Molecular Biology 4
BIOL 461 Molecular Biology 0
BIO 499 Senior Seminar 3
*All students must pass a Computer Literacy Exam or take a
Computer Course
**Students interested in medical or other health related professions
should register for BIO 102 in place of FS 103
Additional Departmental Academic Criteria
All students pursuing either the AS or BS degree must have a grade
of C or better in all Science and Mathematics courses.
Students with advanced abilities in Biology, Chemistry, Mathematics
or Physics should consult the chair of Biology for possible
exceptions. If an exemption is approved then the students must take
an appropriate higher level course.
Students wishing to substitute transfer courses or other courses
for required courses should also consult with the Chairperson. For
additional major requirement details for the A.S. and/or B.S. in
Biology. See Chair or Academic Advisor.
Biology Web Page
For more up to date degree requirements please visit the MEC
website: www.mec.cuny.edu/Academic/Sci-sch/biology/biology.html
COURSE DESCRIPTIONS
BIO 101 Introduction to the Science of Biology
3 credits; 3 class hours; 1 conference hour
An introductory course intended to acquaint students with the nature
and purpose of science, modern biological concepts of life, and the
knowledge and importance of the interactions among themselves,
other living organisms on the planet, and the environment. A
laboratory experience will be an integral component. The laboratory
is intended to augment the lecture by means of demonstrations and
hands - on experiments. Visits to scientific museums and centers are
required. Pre-requisite: Completion of developmental skills courses
BIO 102 Pre-professional Careers Seminar
The course is mandatory for students who will be using the services
of the Pre-professional Advising Committee of the School of Science,
Health and Technology. It is designed to help students think critically
about their academic studies and career development. The course
content includes a series of seminars and presentations on careers in
these fields and on entry requirement procedures including MCATs,
DATs and VCATs to the various professional schools. In addition
to presentations by speakers from the various fields, each student
will be required to write a paper and make a presentation on a topic
related to his/her field of professional interest. Attendance is required
at all class sessions and will be strictly monitored. This course will
serve as a substitute for Freshman Seminar II (FS 102) for students
planning careers in Medicine, Dentistry, Veterinary Medicine and
Biology. Pre/Co-requisite: FS 101
BIO 103 Basic Biology
3 credits ; 4 class hours
This course covers all areas of biology with particular focus on hands
on activities. The topics include an introduction to the fundamental
principles of life processes of organisms and viruses including
chemical foundation of their cells: cellular structures, functions,
metabolism and divisions. This course also includes an introduction
to genetics and DNA science and technology, ecology and evolution
as well as biodiversity. The laboratory component of the course will
reinforce the biological principles with hands on experiments at a
level appropriate for elementary teaching. Pre-requisite: Completion
of developmental skills courses
BIO/BIOL 104 Human Body Structure and Function
4 credits; 3 class hours, 3 laboratory hours
This course is an introduction to the body systems and a general
description of the normal cellular makeup of the human organs and
abnormal (pathological) diseases. It is specifically designed for those
who are already working in the health profession or intend to in the
future or those who want to gain an overall knowledge of the human
body and some of its diseases. Prerequisite: Completion of all basic
skills in Math and English/Co-requisite: BIOL 104
BIO 111 Introduction to Biology
Introduction to the nature of scientific knowledge, the fields of study,
vocabulary, and methodology of the natural sciences. Special
consideration is given to the major concepts of biology including
the unique structure and function of living things and physical
environment.
For students who must satisfy the liberal arts requirements in natural
science, see BIO 101. Pre-requisite: Completion of all Math and
Language Basic Skills
BIO/BIOL 150 Introduction to Anatomy and Physiology
BIO 150 is the first of a three semester Anatomy & Physiology
Course (BIO 150, 151, and 152). It is geared towards pre-nursing
students and other students wishing to complete their Anatomy &
Physiology requirement over three semesters. This course serves
as an introduction to Human Anatomy & Physiology on the cellular
and tissue level. Topics include an introduction to the Sciences of
Anatomy and Physiology and its Levels of Organization; Anatomical
Terminology; Homeostasis; the Inorganic and Organic chemistry
of the cell; Cellular Metabolism & Energetics; Cellular Anatomy &
Diversity; the Cell Life Cycle; Meiosis & the Fundamentals of Human
Genetics; Human Histology and the Anatomy and Physiology of
Osseous Tissue. Pre-requisite: Completion of developmental skills
courses Co-requisites: MTH 120 or MTH 136 or MTH 138 and BIOL
150
BIO/BIOL 151 Anatomy and Physiology of Human Systems I
BIO 151 is the second of a three part course (BIO 150, 151, and
152). Students must first pass the lecture and lab section of BIO
150 before registering for BIO 151. This three sequence Anatomy &
Physiology course is geared for nursing students and other students
wishing to complete their Anatomy & Physiology requirements in
three semesters. This course identifies the 11 Organ Systems in
the body and then goes on to present, in detail, the Anatomy and
Physiology of the Integumentary, Skeletal, Muscular, Nervous and
Endocrine Systems as well as their functional interactions with each
other and the other systems. Pre-requisites: BIO 150/Co-requisite:
BIOL 151
BIO/BIOL 152 Anatomy and Physiology of Human Systems II
BIO 152 is the last of a three semester Anatomy & Physiology
Course (BIO 150/151/152); this course continues the study of the
11 Organ Systems concentrating on the Cardiovascular, Lymphatic,
Respiratory, Digestive, Urinary and Reproductive Systems. In
addition, human development from fertilization through the life stages
of postnatal development is discussed. Pre-requisite: BIO 151/Corequisite: BIOL 152
BIO/BIOL 201 General Biology I
This Principles of biology course is the first part of the two-semester
general biology course for science majors. It will cover introduction to
the fundamental principles of life processes of organisms including
chemical basis of life, cell structure, function, cellular energetics,
cell division, genetic and molecular basis of life and evolution. The
laboratory component of this course will reinforce the biological
principles by hands-on experiments. Pre-requisite: BIO 111 or BIO
101/Co-requisite: BIOL 201
BIO/BIOL 202 General Biology II
This organismal biology and ecology course is the second part of
the two-semester general biology course for science majors. It will
cover introduction to virus; diversities in bacteria, protists, plants
and animals; selected forms and functions in flowering plants and in
humans; animal behavior; organisms and their environments. The
laboratory component of this course will familiarize students with
diversities in organisms, their forms and functions by demonstrations
and hands-on experiments. Pre-requisites: BIO 201 and CHM 112
and MTH 136 and MTH 138/Co-requisite: BIOL 202
BIO 211 Biotechnology and Society
Biotechnology and Society is a course designed to introduce
students to the field of biotechnology and to the applications and
the impact of modern biotechnology on society. The history of
biotechnology and the biotech discoveries in DNA science that
influence the field today will be presented. Basic concepts of DNA,
the Central Dogma, and molecular genetics will be introduced as a
foundation to understand the techniques of modern biotechnology.
The use of biotechnology in areas, such as medicine, agriculture,
bioremediation, food processing, forensics, and energy production
will be presented. Students will examine the ethical, legal, and social
implications of selected topics in biotechnology. Prerequisite: BIO
101or PHS 101 or equivalent
BIO/BIOL 251 Human Anatomy and Physiology I
Principles of Human Anatomy and Physiology, Introduction to Cell
and Fundamentals of Cellular Physiology, Structure and Function of
the Major Organ Systems (e.g. Integumentary, Muscular, Skeletal
and Nervous). Pre-requisites: Completion of developmental skills
courses, BIO 111 or BIO 101/Co-requisite: BIOL 251
BIO/BIOL 252 Human Anatomy and Physiology II
Principles of Human Anatomy and Physiology, Structure and
Function of the Major Organ Systems: (e.g., Sensory, Respiratory,
Digestive, Cardiovascular, Lymphatic and Urogenital). Prerequisites: BIO 251/Co-requisite: BIOL 252
BIO/BIOL 261 Pathogenic Microbiology and Immunology for
Health Professions
An introduction to the Principles of Microbiology and microbiological
laboratory techniques with emphasis on bacterial, fungal, viral,
protozoan and helminth pathogens. Introduction to the Principles of
Immunology in the control of infectious disease. Pre-requisites: BIO
152 and BIO 202 or BIO 252/Co-requisite: BIOL 261
166
BIO/BIOL 302 Genetics
Introduction to the basic principles of classical, modern, and
population genetics. The laboratory includes exercises in Cytology,
Drosophila Genetics, Molecular Genetics, Population Genetics, and
Environmental Genetics. Pre-requisites: BIO 202 and CHM 201,
MTH 138 or MTH 136/Co-requisite: BIOL 302
BIO/BIOL 304 Histology
A lecture and lab study of the microscopic structure of animal cells,
tissues and organ systems, including introduction to and practice of
cytological and histo-chemical techniques. Pre-requisites: BIO 202
or BIO 252 and CHM 202
BIO 311 Research Methods
Introduction to the nature of scientific investigation and the skill
needed to develop a research problem. Emphasis is placed on
reading primary sources of scientific literature, experimental design,
data presentation and analysis, and preparation of a literature
review in area of interest in science. This course is required for
those students in the Honors Program. Pre-requisites: 16 Credits of
Biology or Permission of chairperson
BIO 312 Laboratory Instrumentation
A practical laboratory course in which the theory and design of
modern laboratory research instruments are discussed and the
operation is practiced. Instruments and techniques will include
the infrared, fluorescence, ultraviolet and atomic absorption
spectrophotometers, high pressure liquid chromatography, thin layer
chromatography, gas chromatography, fluorescence microscopy,
phase contrast microscopy, ultracentrifugation and electrophysiology
instruments (e.g. physiographs, oscilloscopes, bioamplifiers, etc.).
Pre-requisites: 16 Credits of Biology or Permission of chairperson
BIO 323 Pathophysiology
Principles of the biological and physical sciences that contribute to an
understanding of normal body processes and of abnormal states and
conditions. Emphasis is on basic principles of anatomy, physiology
and pathology. Consideration is given to homeostatic disturbances
involving the various organ systems, disease and disease-producing
organisms, and hereditary diseases. Pre-requisites: BIO 202 or BIO
261 and CHM 202 or CHM 105
BIO/BIOL 331 Immunology
The course will focus on the basic concepts of the immune
system. There will be both lecture and laboratory components. The
lecture component will emphasize the theoretical aspects of the
organization, structure and function of the various immune system
components. The laboratory component will allow each student to
have extensive hands-on experience with various techniques such
as: immunodiffusions, immuno-electrophoresis, agglutination of cell
bound antigens, immuno-labeling methods (enzyme-linked assays,
immuno-blotting, immuno-histochemistry, etc). Pre-requisites: BIO
202 and CHM 202/Co-requisite: BIOL 331
BIO/BIOL 340 Plant Science/Botany
This course will study the nature of plants as living organisms with
emphasis on an experimental approach of structure and function
of representatives of the major plant groups. The place of plants
in nature and their relationship to humans will be examined. Prerequisites: BIO 202 and CHM 202/Co-requisite: BIOL 340
BIO/BIOL 351 Endocrinology
Homeostatic regulation involves coordinating activities of organs
and systems throughout the body. The function of the endocrine
system involves complex interrelationships and interactions that
maintain dynamic steady states. The course will study the endocrine
system and its hormonal impact on metabolic activities of various
tissues. The interrelationships between the endocrine system and
the nervous system will be studied. The laboratory component will
allow each student to have hands-on experience with techniques that
include, Solution Preparations, Solution chemistry, Hormonal Assay
Methods, Histology of Endocrine Glands, Experiments on Hormonal
Actions. Pre-requisites: BIO 202 and CHM 202 or Permission of
chairperson/Co-requisite: BIOL 351
BIO 365 Human Genome Health & Society
This course is designed to introduce students to the basic science
of genomics and the Human Genome Project (HGP) and to discuss
the impact and applications of genomic science and technologies
on health and on society. The basic principles of genetics will be
presented to introduce the Human Genome Project. An overview
of the application of genomic science to many areas of human
endeavor will be presented. The relationship of human genome
research to understanding human variation, disease, disease
treatment and diagnosis, and health promotion and wellness will
be covered. The impact of genomics and genomic technology on
understanding complex diseases and health disparities among
minority communities will be discussed. The emerging ethical, legal
and social issues related to genetics, genetic technologies, and
health will be explored. Pre-requisite: BIO 101 or BIO 111
Note: Students must have completed all upper division Core
requirements in English and in mathematics and at least 20 credits
in science, to include Biology and Chemistry. Other upper division
majors (e.g., social work, psychology, education) and may enroll
with permission of instructor. Some familiarity with Blackboard is
desired. An orientation to Blackboard will be provided in the first
class meeting.
BIO 370 Principles of Environmental Science
3 credits; 3 class hours; 3 field trips
A study of ecological principles including community dynamics and
surveys of local biotic communities with emphasis on the ecological
aspects of urbanization. Pre-requisites: BIO 202 or BIO 252, CHM
106 and CHM 202
BIO/BIOL 375 Chordate Morphology
A study of the diversity and uniformity of structure found among
living vertebrates. The evolution of chordates is illustrated by such a
comparative investigation as well, as an examination of anatomical
features of fossil records. The lab includes detailed anatomical
studies of several representative chordates. Pre-requisites: BIO 202
and CHM 202/Co-requisite: BIOL 375
BIO/BIOL 376 Chordate Development
A study of the embryological development of chordates. Topics
include studies of biochemical, morphological and physiological
events in differentiation and growth of cells, tissues and organ
systems. Chordate evolution is illustrated by a comparative
investigation. The lab will include detailed, histological and
morphological studies, the development of various chordate eggs, as
well as exercises in experimental embryology of living eggs. Prerequisites: BIO 202 and CHM 202/Co-requisite: BIOL 376
BIO/BIOL 403 Microbiology
Survey of the major groups of microorganisms: bacteria, fungi, algae,
protozoa, and viruses. Introduction to the structure, function, and
growth requirements of these groups. Discussion of the importance
and interactions of microorganisms with man and the environment.
Laboratory will include techniques for handling and identification of
microorganisms. Pre-requisites: BIO 202, CHM 202 and a 300 Level
Biology Course with a Lab/Co-requisite: BIOL 403
BIO 410/411/412 Independent Research I, II, III
Minimum of nine hours of conference and independent research per
week. Library and/or laboratory investigation of a problem in biology
selected and pursued under the guidance of a faculty advisor within
the department. Regular meetings with advisors, presentations of
findings at department seminars, and submission of a written report
of research carried out are required. Pre-requisites: Completion of
science courses appropriate to the research project as determined by
the faculty advisor and the chairperson of the department.
Note: Only three of these credits selected from BIO 311, 312, 410,
411, and 412 may be applied to the Bachelor of Science degree in
Biology
BIO 413 Honors Research
Minimum of 9 hours of conference and independent research per
week. Library and laboratory investigation of a problem in biology
selected and pursued under the guidance of a faculty advisor within
the department. Students will be required to submit a written report
in the form of a dissertation and an oral presentation to the biology
faculty. This course is required of all biology students in the honors
curriculum. Pre-requisite: Permission of chairperson
BIO/BIOL 373 Invertebrate Zoology
Survey of invertebrate phyla. Anatomy, physiology, ecology, and
phylogeny of the major invertebrate organisms. Pre-requisite: BIO
202/Co-requisite: BIOL 373
BIO/BIOL 461 Molecular Biology
A study of basic molecular processes and genetic phenomena in
eukaryotes and prokaryotes. Topics include molecular aspects of
structure and function, replication, transcription and translation,
as well as synthesis and repair of nucleic acids, protein synthesis,
control of gene expression and recombinant DNA studies. Prerequisites: BIO 302 and CHM 303 and MTH 201/Co-requisite: BIOL
461
BIO/BIOL 463 Molecular Neurobiology
4 Credits; 3 Class Hours; 3 Lab hours
Multicellular animals monitor and maintain a constant internal
environment as well as respond to an external environment. In
higher animals, these functions are integrated and coordinated
by an organ system known as nervous system. This course is
designed to give students a chance to understand cellular and
molecular mechanism of how the nervous system works. It includes
description of structure and function neuronal cells (neurons and
glial cells) as well as neuronal stem cells. This also includes studies
on the molecular components (membrane proteins, channels, and
receptors) in neurons and glia. The molecular basis for integration
and transmission of messages between nervous and other body
tissues will be covered. The laboratory components include isolation
and characterization of neurons and glial cells. Immunostaining
of neurons and glial cells with specific markers. Isolation and
identification of neurotransmitters from brain tissues. Isolation of
chromosomal DNA and RNA from neurons and glial cells. Synthesis
of DNA synthesis from mRNAs isolated from neuronal cells. Studying
the expression neuronal cell specific genes by RT-PCR. Pre/Corequisite: BIO 202/Co-requisite: BIOL 463
BIO/BIOL 472 Molecular Biotechnology: Theory and Application
This course covers all aspects of biotechnology including theoretical
bases of gene manipulation, products and processes involved in
this fast-growing discipline. The usefulness and implications of
biotech products will be discussed. The biotech concepts learned
in the lectures are reinforced by hands-on laboratory projects. The
lab component of the course includes several techniques such as
genomic and plasmid DNA isolation and purifications from a variety
of samples, cloning genes of interest, separation technology, blotting
technology, gene library construction and screening, RT-PCR
technology, DNA fingerprinting technology (RAPD and Microsatellite,
RFLP) and DNA sequencing that are routinely used in most
molecular biotechnology laboratories. On successful completion of
this course students should be able to directly apply these techniques
if they decide on a career in biotechnology. Pre-requisite: BIO 302/
Co-requisite: BIOL 472
BIO/BIOL 481 Human Physiology
Analysis of the human body’s internal environment is the focus of
this course. Topics include the nature of biological control systems,
and the properties of the major specialized cell types which comprise
these systems; the functioning of the organs of the body and their
coordination. The laboratory will explore by experimental techniques
with living specimens, the functioning of various cell-tissue organ
systems of particular physiological interest. Pre-requisites: BIO 202,
300 Level Biology course with Lab/Co-requisite: BIOL 481
168
BIO/BIOL 491 Cell Biology
A lecture and laboratory study of the cell and its ultrastructure,
cell physiology, and structure and function of macromolecules and
organelles. Pre-requisite: A 300 Level Biology Course with Lab/Corequisite: BIOL 491
BIO 499 Senior Seminar
This course is required for all students majoring in the BS in Biology
degree and should be taken during their final year at the college.
The course will require students to conduct an in-depth research
project on a biological topic, to produce a written report and deliver
an oral presentation to the faculty on it. Students will be exposed
to a series of seminars dealing with acquisition and re-enforcement
of library research skills, computer skills including spread sheets,
data acquisition and management, graphing and statistical analysis,
and the internet and world wide web. Students will be expected
to incorporate all of these activities into their research projects.
Pre-requisites: BIO 302 and completion of 12 credits of upper level
Biology courses
Chairperson:
Terrence Richard Blackman
718 270-6417 office
718 270-6185 fax
[email protected]
Office:
AL-08E
Faculty:
Joshua Berenborn, Terrence Blackman
Rupert Brown, Geldonia Dent, Tatyana Flesher
Jean-Michel Jean-Michelet, Kay Lashley, Khosrow
Mansouri, Darius Movasseghi, Umesh Nagarkatte
Herbert Odunukwe, Homeira Pajoohesh, Wayne
Russell, Lavozier St. Jean, Mahmoud Sayrafizadeh, Asya Shpiro, Ventura Simmons,
Bart Van Steirteghem, Joshua Sussan
Raymond Thomas, Cesar Valverde
GENERAL INFORMATION
The mission of the Department of Mathematics is to engage
students in substantial intellectual endeavors, to increase students’
appreciation of the role of mathematics in the evolution of human
culture, and to prepare students for careers in which mathematics
is directly or indirectly involved. The Department of Mathematics
is committed to a curriculum that prepares students to meet the
challenges of a changing society. Since mathematics is an essential
part of higher education, students in the sciences, humanities, social
sciences, or other professional fields will find that the Department
offers courses to meet their needs. Course offerings in mathematics
are divided into the following three areas: basic skills, general core,
and courses for mathematics and science majors.
DEPARTMENTAL PROGRAMS
Pre-College Mathematics Program
The Pre-College Mathematics Program is offered to high school
juniors and seniors who have a consistent record of good
performance and who are interested in pursuing careers in
mathematics, engineering, computer science, and the natural
sciences. Students will be permitted to register for one introductory
college level course each semester. These courses carry full
college credit for any student who attends Medgar Evers College
as a matriculated student. Students are expected to attend classes
regularly and are responsible for completing all assignments. The
Program is tuition free.
High school students who are interested in this Program should
contact the College Now Program at (718) 270-6413 for information
and application forms.
Undergraduate Research Program
The Undergraduate Research Program is designed for students
who have demonstrated an exceptionally high level of performance
in upper-level mathematics courses, and who possess the talent
and the commitment to carry out expository or original research in
mathematics. Students interested in the Undergraduate Research
Program should contact the Department’s Chairperson.
DEGREE OFFERINGS
Bachelor of Science in the Mathematical Sciences
A dedication to a modern view of undergraduate mathematics
education, both in philosophy and specific program details, is a
central feature of this degree program. A fundamental goal of
this program is to provide minority students with greater access
to educational opportunities in advanced mathematics at the
undergraduate level and thereby increase the overall presence of
currently under-represented minorities in the mathematical sciences
and in the mathematics-based disciplines. The positive attitude,
well-focused and solid curriculum, consistently high standards, and
innovations are the main features of this program which attract and
retain students.
The goals of the Bachelor of Science Degree Program in the
Mathematical Sciences are two fold:
1. To prepare students for mathematics-based careers in such
fields as actuarial science, systems analysis, computer science,
industrial/engineering research, and technology; and,
2.
To prepare students for graduate studies in pure or applied
mathematics or in fields that requires a substantial mathematics
background, such as the natural, computer and engineering
sciences.
In order to accomplish these goals the Department has instituted a
curriculum designed to reflect the changing needs of society with the
following objectives in mind:
1. To educate students to become not mere technicians, but
responsible, thoughtful human beings who can successfully
negotiate their way in an increasingly scientific and
technologically oriented society;
2.
To provide students with a solid background in undergraduate
mathematics without neglecting students’ needs for general
education in the arts and sciences;
3.
To increase the number of professionally and occupationally
competent people to serve inner cities;
4.
To provide students with the essential knowledge and skills
necessary for career advancement; and,
5.
To prepare students for leadership roles so that they can be
energizers or change agents in the community.
PROGRAM REQUIREMENTS
Admissions Criteria
Students who complete MTH 151 (Pre-calculus) with a grade of “C”
or better, or who have placed out of this course by examination will
be eligible for admission to the program. At the time of admission
a departmental advisor will be assigned to each student and an
individual counseling/progress file will be opened in the Department.
Academic Standards
Continuation in the program requires a grade of “C” or better in all
courses in Components I-VI. (See Components listing below.)
Bachelor of Science Degree in the Mathematical Sciences:
The Bachelor of Science Degree Program in the Mathematical
Sciences prepares students for Mathematics-Based Careers
or Graduate School. The Bachelor of Science Degree in the
Mathematical Sciences requires the completion of one hundred
twenty (120) credits. Note: Although certain pre-calculus courses
will satisfy the College Core, they will not count for this Bachelor of
Science Degree Program.
B.S. in Mathematics
REVISED PROGRAM
FIXED/REQUIRED CORE
Course
Course Title
English Composition
MTH 115
Credits
3
3
3
RECOMMENDED MATH COURSE: MTH 138 College Algebra & Trigonometry
BIO 101
OR OR
PHS 101
3
PHY 114
Basic Physics (RECOMMENDED)
TOTAL 12
FLEXIBLE CORE
ENGL 212 World Literature:The Evolving Canon
3
HIST 200
ART 100
3
MUS 100
SSC 101
Culture, Society, and Social Chang
3
Scientific World
BIO 211
3
PHY/L/W 211
Physics I (RECOMMENDED)
TOTAL: 18
COLLEGE OPTION
12
TOTAL:
12
FS 101
Freshman Seminar
1
MTH 151
Pre-calculus
4
MTH 202
Calculus I
4
MTH 203
Calculus4
MTH 204
Calculus III
4
MTH 205
Elementary Differential Equations 3
MTH 207
Linear Algebra I
3
MTH 237
Probability and Statistics
3
MTH 206
Introduction to Mathematical Proof 4
MTH 311
Advanced Calculus I
4
MTH 308
Abstract Algebra I
OR
OR
MTH 335
Discrete Mathematical Structures 4
MTH 312
Advanced Calculus II
4
MTH 315
Complex Variables I
4
MTH 309
Abstract Algebra II
OR
OR
MTH 345
Mathematical Modeling
4
CS 151
Introduction to Computing
3
MTH 405
Senior Seminar
1
Specialized Course Selections
12
Interest-Based Electives
12
TOTAL
78
170
GRAND TOTAL
120
Specialized Course Selections Choose 3 courses from below
MTH 305
Number Theory
MTH 316
Complex Variables II
MTH 324
Introduction to Differential Geometry
MTH 353
General Topology
MTH 360
Numerical Analysis
MTH 317
Linear Algebra II
Interest-Based Electives
Completing the minor in Computer Science, Physics, Earth System
Science, Environmental Science, Space Science, Biology or
Chemistry; OR
Completing 12 credits chosen from: 300 or 400-level Mathematics,
Computer Science or Physics courses not used to satisfy another
component of the program; PHY 212; PHY 213; mathematics based
courses in Biology, Chemistry or Economics; OR
Completing 12 credits in a discipline approved by the Departmental
advisor and the Chairperson.
For additional major requirement details for B.S.in Mathematical
Science. See Chair or Academic Advisor
COURSE DESCRIPTIONS
MTH 115 Nature of Mathematics I
3 credits; 3 class hours, 1 conference hour
This course is designed to provide the students in the liberal arts
with an introduction to some of the major concepts of modern
mathematics. Topics include why and how numbers were invented,
history of mathematics; set theory and Venn diagrams, comparative
study of algebra of sets, and algebra of numbers, applications to
logic circuits; selected topics from number theory; counting and
elementary probability; compound interest, discrete and continuous.
Calculators and computers will be used to do experiments and
illustrate mathematical concepts. Writing assignments will be given
culminating in a term paper. Pre-requisite: MTH 010 or Placement by
CUNY COMPASS Assessment Tests for Incoming Students
MTH 136 Intermediate Algebra and Trigonometry
This course is designed to provide students in general with the
knowledge and skills needed for further studies in the mathematical
and physical sciences as well as in such fields as accounting and
finance, marketing and management. The topics to be discussed
in this course include rational and polynomial expressions,
graphical methods, solving equations and systems of equations
by Cramer’s Rule, principles of analytic trigonometry, exponentials
and logarithms, induction, the binomial theorem, progressions,
conic sections. Applications to various fields will be emphasized.
Electronic calculators will be used throughout the course to perform
detailed numerical calculations. Pre-requisite: Exit from Academic
Foundations or Initial Placement by CUNY COMPASS Assessment
Tests
MTH 138 College Algebra And Trigonometry
This course is designed to provide initial preparation in mathematics
for students who are majoring in, or who intend to major in, the
mathematical sciences, computer science, or environmental science.
It is also for those in other science programs whose course of study
requires advanced mathematical skills and training. A thorough
understanding of the topics to be studied in this course will form the
essential background for further studies in the mathematical and
physical sciences and related fields. The topics to be discussed
include solutions of compound statements including absolute value
equations and inequalities, rational and radical equations and
inequalities, the algebra of functions, modeling with exponential and
logarithmic functions, systems of linear equations by the Gaussian
and Gauss-Jordan elimination methods, nonlinear systems of
equations and inequalities, conic sections and parametric equations,
modeling with exponentials and logarithms, sequence and series,
the binomial theorem, and mathematical induction. Topics from
trigonometry include trigonometric functions and their inverses,
graphs, identities and equations, the laws of sines and cosines with
applications, polar coordinates and De Moivre’s theorem. Electronic
calculators and computers (based on availability) will be used
throughout the course to perform detailed numerical calculations,
and graphical presentations. Pre-requisite: Exit from Academic
Foundations or Initial Placement by CUNY COMPASS Assessment
Tests
MTH 141 Finite Mathematics
This course is designed to provide non-science majors with
the mathematical background required for the applications of
elementary quantitative methods to problems in business and the
social sciences. The topics covered include basic probability theory
and its applications, introductory statistics, matrices and linear
programming, as well as concepts from precalculus and calculus
such as set relations and functions, introduction to limits, and the rule
for differentiating simple algebraic functions. Whenever appropriate,
computers and calculators will be integrated into the course. Prerequisite: MTH 136 or MTH 138
MTH 151 Pre-Calculus
This course is designed to provide students with the mathematical
preparation necessary for a successful study of calculus. It also
gives students in general education an opportunity to fulfill their
desire for a mature investigation and understanding of the level
of mathematics beyond the Algebra sequence through the study
of real functions. In the study of the properties of real functions,
both analytical and graphical methods will be used. Whenever
possible, an effort will be made to apply mathematics to problems
in the sciences and other disciplines. Topics include absolute value
equations and inequalities; polynomial, rational, trigonometric,
exponential and logarithmic functions and composite and inverse
functions. Computers and calculators will be utilized throughout the
course to enhance understanding of mathematics concepts. Prerequisite: MTH 136 or MTH 138
MTH 202 Calculus I
The analysis of functions numerically, graphically, and algebraically,
aided by technology; velocity and distance; Riemann sums; the
integral assigned area; Fundamental Theorem of Calculus; antiderivatives and the indefinite integral; basic properties of integrals;
integrals tables; techniques of closed form integration; numerical
integrations; Taylor series; applications of integrals to problems in
geometry and the sciences. Pre-requisite: MTH 151 with a Grade of
“C” or Better
MTH 203 Calculus II
The analysis of functions numerically, graphically, and algebraically,
aided by technology; velocity and distance; Riemann sums; the
integral assigned area; Fundamental Theorem of Calculus; antiderivatives and the indefinite integral; basic properties of integrals;
integrals tables; techniques of closed form integration; numerical
integrations; Taylor series; applications of integrals to problems in
geometry and the sciences. Pre-requisite: MTH 202 with a Grade of
“C” or Better
MTH 204 Calculus III
This course generalizes the concepts and applications of the
differential and integral calculus of functions of one variable to higher
dimensions. The analysis of multivariable functions numerically,
graphically, and algebraically aided by technology; partial derivatives,
directional derivative; Taylor approximations; optimization, the
quadric surfaces, polar, cylindrical, spherical coordinates; vector
fields, line and surface integrals; multiple integrals. Pre-requisite:
MTH 203 with a Grade of “C” or Better
MTH 205 Elementary Differential Equations
This course is designed to introduce students to the idea and nature
of ordinary differential equations. Computers will be integrated
in teaching the theory and applications in gaining insight into the
solution of both linear and nonlinear differential equations. Topics
covered include direction fields, phase planes and phase portraits;
first order equations, higher order equations, systems of first order
differential equations, the Laplace transform; and series solutions.
Pre-requisite: MTH 203 with a grade of C or better
MTH 206 Introduction to Mathematical Proof
This course is designed to provide students in the mathematical
sciences degree program with a general introduction to the formal
language and methods of proof and argument that are universally
applied in the mathematical sciences. The close relationship between
language (both natural and symbolic) and mathematical abstractions
will be discussed in detail. The roles of undefined terms and defined
terms in mathematics as well as the distinctions between them will
be presented and illustrated. The basic mathematical terminology
and standard notational systems will be presented, and students
will be shown how to devise acceptable and efficient descriptive
notation and symbols that may be required for specific mathematical
tasks. The concepts of logical truth and consistency, along with the
qualifiers and their use will be analyzed in detail. The construction
method, the choose method, and the first and second principles of
mathematical induction will be discussed in detail as will the indirect
methods of proof by contradiction and proof by contrapositives.
Proofs based on arguments by the method of exhaustion along
with arguments based on the exhibition of a counterexample will be
presented and illustrated. The distinction between general proofs
and specific illustrations (examples) will be emphasized. Existence
and uniqueness arguments from various branches of mathematics
will be presented. Writing original proofs and detailed analyses will
be emphasized throughout the course. When appropriate, computers
will be used to test specific cases of general principles. Pre-requisite:
MTH 202
This course is a continuation of MTH 115 and is designed to provide
the students in the liberal arts with additional major concepts of
modern mathematics including the design of mathematical models
that describe real world situations and how these models can be
used to obtain solutions to a wide variety of practical problems.
Topics include interest, annuities and amortization, inferential
statistics, application of symbolic logic and predicate calculus to
switching circuits, graph theory and its applications. Pre-requisite:
MTH 115
MTH 207 Linear Algebra I
The course is designed to introduce students to elements of finite
dimensional vector spaces over real numbers; linear transformations
and applications; system of matrices; independence of vectors,
bases, dimension; dot product; projections; linear transformations,
matrix representation; eigenvalues and eigenvectors, diagonalization.
Pre-requisite: MTH 202
MTH 220 Introduction to College Geometry
This course is designed to provide students with a survey of
geometry and geometric methods. Students will be introduced to
axiomatic systems and will be shown how different systems result in
different geometries. The relationship between algebra and geometry
will be examined in terms of coordinates in the plane and space.
The perimeter, area and volume formulas for elementary plane
and solid figures will be derived and applied to practical problems.
The nature of proofs and their development from basic principles
will be emphasized as will computational methods and compass
and straightedge constructions. Non-Euclidean geometry will be
investigated. Pre-requisite: MTH 136 or MTH 138
MTH 209 Elementary Statistics
This course is designed to provide students with the basic
statistical techniques commonly used in data collection, analysis
and interpretation. Familiarity with such techniques is essential for
any program of study and is vital for the nursing program. Topics
include tabulation and presentation of data by charts and graphs;
description of data using numerical measures: mean, median, mode,
percentiles, variance and standard deviation; description of bi-variate
data by scatter diagram, correlation co-efficient and regression
line; intuitive development of probability for studying binomial and
normal distributions; and applications to statistical inference such as
estimation and tests of hypotheses. Required for nursing students.
Whenever appropriate, computers and calculators will be integrated
into the course. Not open to Science and Business students. Prerequisite: MTH 136 or MTH 138
MTH 213 Introduction to Statistics
This course is designed to provide students with an introduction to
basic statistical techniques
commonly used in data analysis and business operations. This
course focuses on the use of statistics as a tool to navigate and
make sensible decisions in an increasingly quantitative world.
Topics include tabulation and presentation of data; descriptive
statistics; elementary probability theory; binomial and normal
distributions with applications to sampling theory; the Central Limit
Theorem; confidence intervals; hypothesis testing; correlation; linear
regression. Statistical computer programs will be integrated into
the course and will be used extensively. Not open to Science and
Nursing students. Pre-requisites: MTH 136 or MTH 138
MTH 215 Nature of Mathematics II
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MTH 222 Introduction to Probability and Statistics
This course is designed to provide students with an introduction
to statistical techniques commonly used in scientific research and
business operations. The course will provide a strong foundation
of statistical concepts for science and business majors. Topics
include tabulation and presentation of data; numerical descriptions
by measures of central tendency, measures of variability and
measures of position; elementary probability theory leading to
probability distributions and applications in statistics; binomial and
normal distribution with applications to sampling theory and statistical
inference such as estimation and test of hypotheses based on
small and large samples; bi-variate data and correlation analysis;
contingency tables and tests based on chi-square distribution;
and introduction to analysis of variance. Whenever appropriate,
computers and calculators will be integrated into the course. Not
open to students majoring in Mathematics. Pre-requisite: MTH 136
or MTH 138
MTH 231 Mathematics for Elementary Educators
This course is designed to help prospective teachers of elementary
school mathematics to view elementary mathematics from a higher
standpoint. Students will be provided with an enriched background
in a broad selection of topics from advanced mathematics through
exploration, conjecture and reasoning. The topics covered include
numeration system, number theory, decimals, ratios, and percents,
intuitive plane and solid geometry and mensuration, construction,
magic square and modular arithmetic, probability and statistics.
Whenever appropriate, computers and calculators will be integrated
into the course. Pre-requisite: MTH 136 or MTH 138
MTH 237 Probability and Statistics
This course will provide a calculus-based introduction of probability
theory and applications to statistical inference. Topics will include
discrete and continuous probability distributions, moment generating
functions, laws of large numbers, limit theorems, sampling
distributions, and statistical inference using z, t, f and c2 distributions.
This course is designed to provide a deeper investigation of the
structures and proof techniques introduced in MTH 308. Among
the topics to be discussed will be the Sylow theorems, algebraic
free abelian groups, group representations, factor rings and ideals,
modules, field extensions, Galois Theory, and selected applications
of abstract algebra. Pre-requisite: MTH 308
MTH 241 Calculus for Business and Social Sciences
This course is designed to provide non-science majors with a
mathematical background required for the application of elementary
quantitative methods to problems in business and the social
sciences. This course is also designed to provide students with a
solid background in those topics from calculus that have applications
in the study of business and economics. Topics to be studied
include the derivative, graphing and optimization, and the chain
rule. Integration techniques will be developed and then applied to
business and economic problems. Topics from multivariable calculus
include the use of the Lagrange multiplier in maxima and minima
problems. The method of solving initial-value problems involving firstorder linear differential equations and their applications to business,
economics, and social sciences will be presented. Pre-requisite:
MTH 141
MTH 310 Matrices and Groups for the Sciences
This course is specifically designed to provide students in the space
science program, the chemistry and the environmental science
program, the physics program, and the computer science program
with a survey of the basic tools from abstract and linear algebra
that are used by physical scientists. The traditional topics on sets,
basic counting principles and formulas, relations, mappings, linear
transformations and matrixes as well as applications of these
concepts to the sciences will be discussed in detail. Basic matrix
algebra, inverses, transposes, adjoints and special matrices (such
as unitary and hermitian matrices), along with systems of linear
algebraic equations will be presented. Eigenvalues and eigenvectors,
diagonalization of matrices and functions of matrices will be studied
and applications of matrices to such areas in the physical and
computer sciences as quantum mechanics, physical chemistry,
advanced inorganic chemistry and networks, and computer graphics
will be emphasized. Throughout the course the emphasis will
be on the application(s) of abstract mathematical systems to the
physical sciences. Use of the mathematical software MAPLE will
be emphasized for all numerical and graphical work. Pre-requisite:
MTH 305 Number Theory
This course is intended to introduce students to classical number
theory, including its proof techniques and history. Topics include
divisibility, primes and their distribution, congruence, quadratic
residues, Diophantine equations, continued fractions, and numbertheoretic functions. Pre-requisite: MTH 206
MTH 306 Set Theory
This course is designed to provide students with a thorough
knowledge of notations, concepts, and language of set theory. The
axiomatic basis of set theory will be presented, as will operations
relations and functions, and composites. The Axiom of Choice, Zorn’s
Lemma, and the Well-Ordering Principle will be discussed. Ordinal
and transfinite recursion and ordinal arithmetic will be explored. The
Schroeder-Bernstein Theorem will be presented, as will countability,
cardinality and cardinal arithmetic. Pre-requisite: MTH 206 or
Permission of Chairperson
MTH 308 Abstract Algebra I
The course is designed to provide an introduction to modern, abstract
algebra through concrete structures. Topics include congruence in
integers; groups; rings; fields and field extensions; and applications.
MTH 309 Abstract Algebra II
MTH 311 Advanced Calculus I
This course will offer an introduction to the rigorous analysis of
functions of one and several variables that will provide students with
the background needed for advanced study in pure and applied
analysis. Topics will include properties of the real number system,
limits, continuity, differentiability, vector analysis, and introductory
differential geometry. Pre-requisite: MTH 203 and MTH 206
MTH 312 Advanced Calculus II
This course will offer a continuation of the rigorous analysis of
functions begun in MTH 311. Topics will include multiple integrals,
line and surface integrals, Green’s Theorem, Stokes’ Theorem,
infinite series and improper integrals. Pre-requisite: MTH 311
MTH 315 Complex Variables I
The course is designed to provide a rigorous introduction to the
theory and applications of functions of a complex variable. Among
the topics to be discussed are complex numbers, complex functions,
analytic and harmonic functions, the Cauchy-Riemann equations,
complex integration, Cauchy’s integral theorem, Liouville’s Theorem,
Taylor and Laurent series, singularities, residues, the Argument
Principle, and Rouche’s Theorem. Pre-requisite: MTH 203
MTH 316 Complex Variables II
After a review of selected results from MTH 315, the student will be
introduced to more advanced topics in classical complex function
theory. Topics to be discussed may include conformal mappings, the
Riemann mapping theorem, analytic continuation, infinite products,
the gamma function, asymptotic series, Jensen’s theorem, the
Phragmen-Lindelof theorems, and various applications of complex
function theory. Pre-requisite: MTH 315
MTH 317 Linear Algebra II
This is a second course in linear algebra. It emphasizes abstract
vector spaces and linear mapsand provides a rigorous development
of the fundamental theorems about them. Topics include vector
spaces, linear maps, eigenvalues and eigenvectors, innerproduct spaces and their operators, the polar and singular-value
decompositions, the characteristic and minimal polynomials, the
Jordan Normal Form. This course also covers applications of linear
algebra to geometry, matrix analysis or data analysis. Pre-requisite:
MTH 204, MTH 206 and MTH 207
MTH 320 Vector Analysis
This course will provide students with a survey of the algebra and
calculus of vector-valued functions in the plane and in space. Vector
product identities and the geometry of vectors will be presented.
The differential calculus of vector functions will be studied and
identities involving the Laplacian, the divergence, and the curl will
be examined. Line, surface, and volume integrals will be presented.
The theorems of Gauss, Green, and Stokes will be examined, as
will generalized orthogonal coordinates and applications of vector
analysis to physics. Pre-requisite: MTH 204
MTH 324 Introduction to Differential Geometry
This course is designed to provide students in the Mathematical
Sciences Program with an introduction to the classical (local)
differential geometry of curves and surfaces in R3 using vector
methods. The concepts of arc length, curvature, torsion along with
the fundamental systems of basic unit vectors and the associated
lines and planes will be discussed. The Serret-Frenet formulas and
their application and the moving trihedron will be investigated in
detail. The representation problem in terms of the natural parameter
(arc lengths) and the general theory of smooth space (twisted
or gauche) curves will be emphasized, as will the representation
problem and elementary theory of smooth surfaces embedded in
Euclidean space. The First and Second Fundamental Forms will be
presented and the various curves on embedded surfaces (such as
lines of curvature, asymptotic lines, and directions) will be discussed,
as will Meusnier’s theorem, Euler’s theorem and the Dupin indicatrix.
Elementary principles and methods of the tensor calculus will be
introduced as a means of investigating the Fundamental Theorem
of Surface Theory, the Gauss-Weingarten equations, and the
Mainardi-Codazzi equations. The Theorema Egrigium of Gauss
will be discussed, as will the concepts of geodesics and geodesic
coordinates. The course will conclude with an analysis of the
classical Gauss-Bonnet Theorem and its implications. Pre-requisite:
MTH 320
MTH 325 Modern Differential Geometry
174
This course will provide students with a rigorous introduction to the
modern theory of differential geometry which will enhance students’
abilities to use analysis and computers to solve intricate geometry
problems. Among the topics to be treated are plane curves, curves in
space, tubes and knots, calculus on Euclidean space, non-orientable
surfaces, ruled surfaces, intrinsic geometry, principal curves and
umbilici points on surfaces, and minimal surfaces. Pre-requisite:
MTH 324
MTH 330 History of Mathematics
The course will examine the development of mathematics from
antiquity to recent times, with particular attention paid to the
contributions of non-Western cultures. The relationship between the
evolution of mathematical thought and societal conditions will be
highlighted. Pre-requisite: MTH 203
MTH 332 Tensor Analysis
This course is designed to provide students in the Space Science
Program, the Physics Program, and the Mathematical Sciences
Program with a practical introduction to tensors. The course will
emphasize those aspects of the theory, and cosmology. Eigenvectors
ad eigenvalues as well as bi-linear and quadratic forms will
be discussed as will functions of matrices (such as the matrix
exponential) and partitioning, Kronecker sums and products will
be investigated in detail. Tensor formalism, notation, and algebra
will be presented along with the Kronecker delta and its properties.
Students will be given detailed instruction on how to express certain
well-known principles (such as the Maxwell Equations) in tensor
form. Covariant and contravariant tensors and vectors, symmetric
tensors, associate tensors, the Ricci tensor and its properties, metric
tensors, and other forms will be emphasized. Covariant formulation
of electrodynamics, the Christoffel symbols, and the RiemannChristoffel curvature tensor will be presented. Pre-requisite: MTH
320
MTH 335 Discrete Mathematical Structures
This introductory course will introduce the students to the major
topics in elementary discrete mathematics and build skills in
mathematical reasoning and proof techniques. The course will cover
such topics as sets, algorithms, mathematical induction, recursion,
counting techniques, relations, graphs, trees, Boolean algebra, and
applications. Pre-requisite: MTH 207
MTH 337 Probability Theory
This course is designed to provide a rigorous treatment of the
theory of probability, based on the introduction provided in MTH
237. The course will enhance students’ abilities to use probabilistic
models. Topics include set theory, basic definitions and concepts
of probability, combinatorial analysis, independent events, random
variables, discrete and continuous probability distributions, the
Poisson and normal distributions, central limit theorem, law of large
numbers, random walks, and Markov chains. Pre-requisite: MTH 237
MTH 338 Mathematical Statistics
This course will offer further rigorous treatment of the theory of
statistics, based on the introductions provided by MTH 237 and
MTH 337. The course will enhance students’ appreciation of the role
of statistics in modern research. Topics to be covered will include
the nature of statistical methods, sampling theory, correlation and
regression, analysis of variance, statistical inference, goodness of fit,
small sample distributions, statistical design of experiments, and nonparametric methods. Pre-requisite: MTH 337
MTH 341 Special Functions of Mathematical Physics
This course will offer a rigorous introduction to the class of special
functions needed to solve problems in physics and engineering.
Among the topics are Bessel functions, boundary value problems,
hypergeometric functions, confluent and generalized hypergeometric
functions, Jacobi elliptic functions and integrals, and applications to
problems in geometry and physics. Pre-requisite: MTH 204
MTH 345 Mathematical Modeling
This course is designed to provide an introduction to the principles
and techniques of mathematical modeling that builds upon the
mathematics the students have already seen, and enhances their
abilities to apply mathematics to solve scientific and industrial
problems. Topics will include the modeling process, graphs,
proportionality, model fitting, optimization, experimental modeling,
dimensional analysis and similitude, simulation modeling, dynamic
systems, graph-theoretic models, game-theoretic models, and
a summary of the modeling process emphasizing tools and the
literature. Pre-requisite: MTH 202
MTH 349 Projective Geometry
This course is designed to provide an understanding of the extended
Euclidean plane; system of axioms; Desargue’s and Pappus’s
theorems; projective theory of conics; finite planes; co-ordinatization
of the projective plane. Pre-requisite: MTH 206 and MTH 207
MTH 350 Transformational Geometry
This course is designed to provide an understanding of the Groups of
Euclidean Motions of two and three spaces; similarities, inversions,
projectivities; construction of conic sections, and the geometry of
fractals. Pre-requisite: MTH 206 and MTH 207
MTH 353 General Topology
This course is designed to provide a rigorous introduction to the
concepts of point-set and algebraic topology that will provide a
foundation for further studies in advanced mathematics and enhance
students’ abilities to think abstractly. Topics will include set theory,
pseudometric spaces, topological spaces, continuous functions,
connected and compact spaces, product spaces, sequences,
complete pseudometric spaces, Euclidean spaces, quotient spaces,
hyperspaces and multi functions, dimension, and an introduction to
algebraic topology. Pre-requisite: MTH 206 and MTH 207
This course is designed to provide students in the Space Science
Program with a survey of classical partial differential equations and
boundary-value problems. The traditional classification schemes
involving concepts such as linearity/non-linearity, homogeneity/
nonhomogeneity, and constant/variable coefficients will be
investigated. The emphasis will be on applications of partial
differential equations to physics and chemistry. The method of
separation of variables will be emphasized and Fourier series
will be discussed. Orthogonal function and Green’s functions will
be presented along with the Fourier integral and double Fourier
series. Laplace transform methods will also be examined as will the
method of characteristics. Graphical and geometric methods will be
presented. Although the emphasis throughout the course will be on
closed-form solutions and the physical/geometrical interpretations of
the equations and their associated boundary conditions, computers
will be used for drill and practice work once the main analytical
technique has been thoroughly investigated. Pre-requisite: MTH 205
MTH 358 Differential Geometry and Relativity Theory
This course is designed to introduce students in the Space Science
Program to the application of the differential geometry of curves
and surfaces to the classical theory of relativity. The concepts to be
discussed will be presented first from a mathematical point of view
and then from a physical point of view using mathematical formalism.
The topics to be presented will include the theory of space curves
and three-dimensional surfaces and their proprieties. These basic
differential geometric concepts will then be used to develop the
geometric principles that govern flat space-time or the special of
relativity. The mathematical topics to be presented in this course will
include a brief review of vector geometry and analysis, the hyperbolic
functions, the geometry of curves and their representations, the
geometry of surfaces in E3, the first fundamental form, the second
fundamental form, mean curvature, Gauss curvature, geodesics,
the curvature tensor, the Glorious Theorem, Gauss and invariance,
and extensions and manifolds. The topics from physic to be
presented include an informal historical analysis of the differences
between the assumptions of the Newtonian and the relativistic
theories, a detailed of the early experimental verifications of the
Einstein theory, Coordinates, the Galilean transformations, the
Lorentz transformations, the paradoxes of special relativity the fourdimensional framework, the postulates of relativity, inertial frames of
reference, space=time diagrams, the relativity of simultaneity, and the
principles of temporal order and causality. Pre-requisite: MTH 204
MTH 359 Graph Theory
This course is designed to provide a rigorous introduction to the
concepts of graph theory that will prepare students for further studies
in advanced pure and applied mathematics, as well as enhance their
abilities to think abstractly. The course will cover graphs, algorithms,
trees, paths and distance, networks, matching and factorization,
Euclidian graphs, Hamiltonian graphs, planar graphs, graph coloring,
digraphs, external graph theory, and additional applications. Prerequisite: MTH 206
MTH 355 Partial Differential Equations
MTH 360 Numerical Analysis
This course will provide an introduction to numerical methods
that provides the foundation for further work in pure and applied
mathematics. The course includes a review of calculus, a survey
of numerical software, solution of equations in one variable,
interpolation and polynomial approximation, numerical differentiation
and integration, initial value problems for ordinary differential
equations, linear systems, iterative techniques in linear algebra,
approximation theory, nonlinear systems of equations, and boundary
value problems for ordinary differential equations. Pre-requisite:
MTH 203
MTH 400 Special Topics in Mathematics
The content of this course will vary depending on the interests and
needs of the students and the interests of the faculty. Selected topics
in advanced mathematics will be discussed. The course will allow
students to experience specialized areas of mathematics that are
not a regular part of the curriculum. Pre-requisite: Permission of
chairperson
MTH 405 Senior Seminar
This is a capstone course that builds upon the mathematical maturity
developed in earlier courses. It will require the reading of current and
classical articles in mathematics journals and will develop a student’s
ability to solve problems. The course will unify the students’ previous
course work and illustrate the power and usefulness of mathematics
in the modern world. Pre-requisite: Permission of chairperson
MTH 411/412/413 Independent Research I, II, III
A minimum of 9 hours of conference and independent research
per week will be required. Library and/or laboratory investigation
of problems in mathematical science or related fields will be
selected and pursued under the guidance of the faculty of the
department. Regular meetings with advisor, presentation of findings
at departmental seminars, and submission of a written report of
research carried out will also be required. Pre-requisite: Completion
of all required 300 Level Courses or Permission of chairperson. Only
3 of these credits may be applied to the Bachelors degree.
MTHP 009 Arithmetic and Basic Algebra: Math I
This course is designed to provide a foundation in the principles
and methods of arithmetic and an introduction to basic algebra.
Topics include number line concepts and diagrams, the arithmetic of
whole numbers, integers, common fractions, decimals and percents,
applications of integers, common factors, basic geometry, formulas,
evaluation, ratio and proportions and solving simple equations in
one variable. Furthermore, applications of fractions and percents
to everyday problems as well as introduction to word problems
are included. Computer aided instruction and calculators will be
integrated into the classes; however, no calculators are used during
exams. Pre-requisites: Incoming Student and Placement by CUNY/
COMPASS Assessment Test
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MTHP 010 Elementary Algebra: Math II
The course is designed to provide students with a solid background
in real number algebra. Topics include elementary properties of
the real number system and number line diagrams, exponents,
polynomials, coordinate systems, graphs, factoring and algebraic
fractions, linear and quadratic equations and their applications.
Computer aided instruction and calculators will be integrated into
the classes. Pre-requisite: MTHP 009 or Exemption by CUNY/
COMPASS Assessment Test
Chairperson:
Georgia McDuffie
718 270-6222
[email protected]
AB1-213 B
Faculty:
Janice Bloomfield-Alves, Nicole Clark, Andrea
Crooks, Kathy Cunningham, Shirley Daniels, David Emig, Michelle Gardner, ToniaGrant,
Jean Gumbs, Juanita Hamilton-Gonzalez,
Gale Harrison, Cynthia Hughes, Georgia McDuffie
Isoken Okhuahesuyi, Enest Richards, Sondra Rivera, Cynthia Sterling-Fox
GENERAL INFORMATION
The Department of Nursing (DON) is “committed to excellence
in nursing education to ensure that our graduates know success,
employ technological skills and enrich their community, nation and
perhaps the world.” The DON philosophy addresses our commitment
to creating a society in which each human being is valued and
supported, which is consistent with our efforts in creating success
one student at a time.
The Department of Nursing offers a Bachelor of Science (BSN)
degree, an Associate in Applied Science (A.A.S.) degree and a
Certificate in Practical Nursing (PN). The programs of study are
designed to:
1. Provide a three step career ladder in nursing education.
2. Maintain academic excellence and encourage lifelong learning.
3. Reflect the awareness of the holistic health care needs of the
residents of Central Brooklyn and New York City.
4. Ensure the graduate’s readiness for entry into the rapidly
changing inner city urban health care delivery system.
5. Provide advancement in professional nursing leadership.
6. Prepare the graduate for the rapidly changing health care
delivery environment and higher education in nursing.
POLICY FOR CLINICAL NURSING STUDENTS
All CUNY nursing departments will require applicants for admission
into nursing clinicals to provide documentation in one of the following
categories:
1. U.S. Citizenship,
2. Permanent Residency,
3. International student with F1 Status,
4. Granted Asylum, Refugee Status, Temporary Protected Status,
Withholding of Removal, or Deferred Action Status by the U.S.
Government.
5. The CUNY Citizenship and Immigration Project provides free
counseling to all CUNY students regarding immigration status
(http://web.cuny.edu/about/citizenship.html).
Information regarding Department of Nursing AAS and BSN accreditation
can be obtained from the Accreditation Commission for Education in
Nursing (ACEN); 3343 Peachtree Road, NE, Suite
850; Atlanta, Georgia 30326 Tel: 404-975-5000; Fax: 404-975-5020 or
www.acenursing.org. Information regarding state approval status may be
obtained from the New York State Education Department (NYSED) at 518
474-3817 or www.op.nysed.gov.
ACADEMIC STANDARDS
Students in the department are expected to pass required nursing
courses with a grade of “C” or better in the BSN program and B- or
better in the AAS and PN programs. To graduate, a student must
maintain a Grade Point Average of at least 2.5 for the BSN program
and 2.7 for the AAS and PN programs.
CERTIFICATE IN PRACTICAL NURSING (CPN)
The Practical Nursing Certificate Program is eighteen (18) months
in length. It consists of three (3) semesters. Medgar Evers College
provides an opportunity to eligible applicants for entry into a Collegebased Practical Nurse Program. The Practical Nurse Program of
study is an upward mobility opportunity for selected applicants to
achieve a Certificate in Nursing. Upon completion, the graduate of
the PN Program is eligible to sit for the NCLEX-PN.
Program Purposes
1. Provide a program of study designed for students who wish to
qualify to sit for the National Council Licensure Examination for
the Practical Nurse (NCLEX- PN).
2.
Prepare the graduate to practice as a beginning Nurse at the
technical level under the direction of the Registered Nurse.
3.
Provide a basic foundation for upward mobility in Nursing.
Applicants to the Certificate may differ according to program in
Practical Nurse Program at Medgar Evers College must:
1. Hold a High School Diploma or a General Equivalency Diploma
(GED).
2.
Complete all basic skills course work prior to admission into the
Nursing major.
3.
Take and pass all three (3) areas of the CUNY Skills
Assessment Examinations (Reading, Writing, Mathematics) prior
to entry into the CPN Program of study.
4.
Achieve a satisfactory score on the NLN Pre-entrance
Examination an attend an interview.
5.
Attend interview by Nursing faculty prior to admission.
6.
Provide current medical clearance to include occupational
exposure health requirements.
7.
Provide current medical clearance to include New York State
Department of Health requirements.
8.
Pass clinical, skills lab, and theory portions of NUR course.
9.
Attend Nursing orientation prior to admission.
10. Possess current CPR Certification from the American Heart
Association.
11. Have a satisfactory Physical Examination record on file which
177
includes Hepatitis B testing.
12. Purchase of MEC Nursing student uniform upon admission into
the first Nursing course.
baccalaureate and/or higher degree prepared Registered Nurse.
13. Achieve a “B-” or better in all Science and Nursing courses.
Program Purposes:
1. Prepare the entry-level technical nurse who will qualify to sit for
the National Council Licensure Examination (NCLEX-RN).
14. A criminal background check may be required.
2.
Prepare the graduate who will be accountable and responsible
nursing care provider to clients with common well-defined health
problems in structured health care settings.
3.
Provide opportunities which will encourage pursuit of lifelong
learning and professional and personal development.
15. Any requirements as determined by the Department.
16. These requirements may be subject to change. Students will be
notified accordingly.
CERTIFICATE IN PRACTICAL NURSING (CPN)
FIXED/REQUIRED CORE – 12 Credits
Course #
Course Title
Credits
ENGL 112 College Composition I
3
BIO 104
Human body Structure and function
4
NUR 023
Introduction to Practical Nursing
2
NUR/C/L 024 PN Fundamentals of Nursing
5
NUR 025
Nutrition
3
NUR 026
PN Pharmacology & Calculations
3
NUR/C/L 027
PN Medical/ Surgical Nursing I
6
NUR/C/L 028
PN Maternal & Child Health &
Psychological Nursing 5
NUR/C/L 029
PN Medical/ Surgical Nursing II: Specialties 7
NUR 030
PN State Board Review
1
GRAND TOTAL
39
RETENTION/PROGRESSION THROUGH THE CERTIFICATE IN
PRACTICAL NURSING (CPN) PROGRAM
All students must meet the following requirements for retention and
progression through the practical nursing courses:
Students who fail to receive a satisfactory grade of “B-” or better in
a nursing course will be given an opportunity to repeat a nursing
course only once. A failure in any nursing course will result in the
student not advancing to the next course. Sequential completion of
all pre-requisite and required nursing courses with a grade of “B-” or
better in each course is required. Students who do not maintain a
“B-” or better (minimum 2.7 G.P.A.) will be required to withdraw from
the Program.
Medgar Evers College will award a Certificate in Practical Nursing
upon the student’s successful completion of all thirty-nine (39)
Practical Nursing Program credits. Graduates are then eligible to
apply to sit for the National Council Licensure Examination-Practical
Nurse (NCLEX-PN). Students are expected to complete the Program
in no more than three (3) years.
Associate in Applied Science (AAS) in Nursing
Medgar Evers College offers an Associate in Applied Science degree
in Nursing which prepares the individual to enter the profession as
a Registered Nurse. The Associate Degree Program provides the
foundation for entry into undergraduate study for the achievement of
a Bachelor of Science in Nursing.
The mission of the Department of Nursing is to prepare the
beginning technical nurse to function as a provider of care,
communicator, decisionmaker, client-educator teacher, manager
of client care, collaborator, and member of the nursing/health care
team in structured health care settings, under the leadership of a
178
Admission Criteria Requirements
All requirements for admission to Medgar Evers College must be
met. For progression to the Clinical Nursing Phase, students must
meet additional requirements. These requirements, include, but may
not be limited to:
1. Completion of Medgar Evers College/CUNY Skills Assessment
Examinations (Reading, Writing, and Mathematics).
2.
Enrollment at Medgar Evers College a minimum of one
semester.
3.
Maintain a “B-”, or higher, in all Science and Nursing courses.
4.
Completion of College Core requirements.
5.
Minimum 2.7 cumulative Grade Point Average required.
6.
A criminal background check may be required.
7.
Completion of the application process for acceptance into the
Clinical Nursing Phase.
8.
Repeat the science courses which are 5 years or older upon
application to enter clinical phase.
9.
Satisfactory score on the National League for Nursing PreAdmission Examination-RN (Verbal Ability, Mathematics,
Science and Composite Score).
10. Attend required interview by nursing faculty.
11. Submission of writing sample required.
12. Achievement of satisfactory Math score prior to acceptance.
13. Required orientation prior to admission to the Nursing Clinical
Phase.
14. Meet all admission requirements to the Nursing Program.
15. These requirements may be subject to change. Students will be
notified accordingly.
The AAS Program in Nursing is designed to be completed in five
(5) semesters. However, there are a limited number of seats in the
Clinical Sequence, and entrance is not automatic. Regarding status
of first-time admission into the Program of Nursing, students are
encouraged to maintain contact with his/her academic counselor in
the Academic Advising Center.
A.A.S. in Nursing
REVISED PROGRAM
FIXED/REQUIRED CORE – 12 CREDITS
Course #
Course Title
English Composition
ENGL 112
College Composition I
Credits
3
ENGL 150
3
MTH 136
Intro to Algebra and Trigonometry 3
BIO/L 251
4
TOTAL 13
FLEXIBLE CORE
Scientific World
BIO/L 252
4
TOTAL 4
MAJOR REQUIREMENTS
BIO/L 261
Pathogenic Microbiology &
Immunology for Health Professions
4
CHM/L 105
Chemistry for Health Professions
4
CIS 101
3
NUR/L/S 130
Fundamentals of Nursing Practice
6
NUR/L/S 131
Clients with Altered Psychosocial Functioning 5
NUR/L/S 132
Commonly Occurring Health Problems I
6
NUR/L/S 271
Commonly Occurring Health Problems II
8
NUR/L 272
Childbearing /Childrearing
6
NUR 273
Transition to Nursing Practice 2
PSYC 101
Introduction to Psychology
3
TOTAL 47
GRAND TOTAL
64
RETENTION AND PROGRESSION THROUGH THE ASSOCIATE
IN APPLIED SCIENCE (AAS) IN NURSING CLINICAL NURSING
SEQUENCE
All students must meet the following requirements for Retention and
Progression through Nursing courses and must have:
1. Current medical clearance to include occupational exposure
health requirements.
2.
Current medical clearance to include New York State
Department of Health requirements.
3.
Satisfactory health physical on file which includes Hepatitis B
testing.
4.
Current Cardiopulmonary Resuscitation Certification (CPR) from
the American Heart Association.
5.
Physical clearance must state that student is physically able to
perform all Clinical Course Requirements as mandated by the
Department of Nursing and affiliating agencies.
6.
Minimum 2.7 cumulative Grade Point Average upon admission
into nursing through graduation.
7.
Purchase of a MEC nursing student uniform upon admission into
the first Nursing course.
8.
“B-” or higher in all Nursing (NUR) courses.
9.
Pass clinical, skills lab, and theory portions of each NUR
course.
10. Achieve a “B-” or better in all Science courses.
11. Meet all requirements as outlined by the Department without
exception.
Students who do not receive a satisfactory grade of “B-” or better in
a Nursing course may repeat one (1) Nursing (NUR) course one (1)
time only during their Progression through the Nursing Program.
Students are expected to complete the Associate degree Nursing
Program in no more than four (4) years.
Students repeating a Nursing course must earn a minimum grade
of “B-” in the repeated Nursing course as well as a minimum GPA of
2.7 in order to continue progression through the Nursing Program.
Achievement of less than a “B-” in a repeated Nursing course will
result in the dismissal of the student from the Nursing Program.
Students wishing to repeat any Nursing course must petition the
Department in writing. Once admitted into the AAS program, the
nursing student is assigned to a nursing advisor.
Readmission to the AAS Nursing Program
Re-admission in a NUR course is based upon availability of space.
Readmission is not automatic. Students, who have not been
in attendance for one (1) or more consecutive semesters, must
apply for re-admission to the College in the Office of Admissions,
and meet all program requirements in effect at the time of readmission. Students must apply for re-admission in writing, sixty
(60) days prior to the date of requested re-admission. The written
request is submitted to the Departmental Admission, Retention,
and Progression Committee (ARPC) requesting continuation
in the Clinical Nursing Phase. Only if space is available and all
requirements are met that are in effect at that time, may the student
be considered for re-entry into the Program. Students may be
required to take Achievement/Placement Exams at student’s
expense. Prospective re-admitted students must demonstrate
acceptable psychomotor skills.
Medgar Evers College will award the Associate in Applied Science
degree in Nursing upon the student’s completion of all sixty-four
(64) required Nursing Program Credits. Graduates are then eligible
to apply to sit for the NCLEX-RN. The NCLEX-RN application
requirements include:
1. Completion of all AAS degree requirements for the College;
2.
Completion of all Program requirements as outlined by the
Nursing Department;
3.
Valid Student Social Security Number;
4.
Minimum age of eighteen;
5.
Good moral character and standards as defined by the New
York State Education Department’s Professional Licensure
Board of Nursing.
BACHELOR OF SCIENCE IN NURSING (BSN)
The mission of the Department of Nursing is to prepare BSN
graduates to function as primary health care providers engaged in
a broad range of health promotion, maintenance, and restoration
activities to diverse populations in a variety of settings with a strong
community focus.
The Department offers a baccalaureate completion program for
registered nurses designed specifically for the graduates of Associate
Degree and Hospital Diploma nursing programs. The program further
aims to broaden knowledge and develop skills in nursing leadership
and management. It also provides the foundation for graduate
studies in advanced nursing practice as a clinical specialist or nurse
practitioner as well as preparation for teaching, administration, and
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research in nursing.
Program Goals
1. Prepare a beginning generalist professional nurse.
2.
Provide broad-based knowledge and skills in nursing leadership
and management.
3.
Provide a foundation for graduate studies in advanced nursing
practice and education.
For admission into the Baccalaureate Completion Program, a
candidate must be a Registered Nurse (RN) with a current New York
State license and meet all other college admission requirements.
On admission, all RNs are granted sixty (60) credits toward the BSN
degree.
Note: All the required nursing credits in this program must be
earned at Medgar Evers College. Nursing credits from other
institutions cannot be transferred to meet the nursing credit
requirements of this program.
Retention and Progression
The student in the BSN Program must earn a “C” or better in each
required nursing course, and in each general education course.
In addition, each student must maintain an overall grade point
average (GPA) of at least 2.5 in order to retain his/her standing in the
program. Any student with a GPA of less than 2.5 will be required to
withdraw from the Program. Every student is expected to complete
the program in no more than (5) years; otherwise, the student will be
required to withdraw from the program. A student who is advised to
withdraw from the program should meet with his/her own academic
advisor for appropriate guidance. Every BSN student is assigned to a
faculty/academic advisor on entering the program.
Graduation
The RN is awarded 60 credits upon admission, plus the 60 credits
earned in this BSN completion program. To qualify for graduation, the
BSN student must earn a total of 120 college credits. The graduate
will be awarded a Bachelor of Science Degree in Nursing.
B.S. IN Nursing
REVISED PROGRAM
FIXED/REQUIRED CORE
Course
Course Title
Credits
Completion of AAS or Diploma in Nursing upon entrance
60
TOTAL
60
FLEXIBLE CORE
3
HIST 200
or
or
MUS 100
SSC 101
3
TOTAL 12
COLLEGE OPTION
(Nursing degree program specific waiver)
180
ENGL 313
Writing for Science and Technology
3
PHIL 201
Introduction to Ethics & Social Philosophy
3
TOTAL 6
Students enrolled in this program have earned an associate degree
in nursing. As a result, only 6 College Option credits are required.
This program has a waiver to specify courses students must take in
the College Option.
BIO 323
Pathophysiology
3
CIS 280 Computer Applications in Health care
3
MTH 209
4
NUR 304 Perspectives on Professional Nursing:
Past and Present
3
NUR/L 316
Health Assessment of the Adult Client
4
NUR/L 318
Community Health in Diverse Populations
5
NUR 321
Introduction to Nursing Research
4
NUR 322
Psychosocial Health in Groups
3
NUR/L421
Nursing Leadership and Management 4
NUR 422
High Risk Families across the Life Span 3
NUR 425
Professional Nursing and Trends
in Health care Delivery
3
SSC 305
Critical Issues in Society 3
TOTAL 42
GRAND TOTAL 120
Major Requirement Details for BS in Nursing.
COURSE DESCRIPTIONS
NUR 023 Introduction to Practical Nursing
This course provides the student with an overview of the historical
development of nursing in general, and the roles and responsibilities
of the practical nurse in particular. Nursing will be introduced to
students within the framework of Maslow’s basic hierarchy of human
needs and the nursing process. Emphasis will be placed on assisting
the student to acquire skills in gathering information, which will
be needed to build a solid foundation for success in the nursing
program. Students will also be introduced to the concepts of the PN
Program framework which include health, human beings, education,
and nursing. Pre-requisite: Successful Completion of Admission
Process; Letter of Acceptance into the Nursing Major/Co-requisites:
ENGL 112 and BIO 104 and NUR 024
NUR/NURC/NURL 024 PN Fundamentals of Nursing
5 credits; 3 class hours; 2 hours skills lab; 6 hours clinical
This course introduces the student to the nursing process and assists
the student to gain mastery of the nursing process, nursing and
communication skills required to provide practical nursing care to
clients. The College laboratory focuses on the beginning acquisition
of psychomotor practical nursing skills. Clinical experiences permit
the student to transfer nursing content and communication skills into
practice within a nursing process framework. Students begin to relate
the integration of knowledge obtained from nursing, physical science
and the humanities to plan nursing care in long term care settings.
Pre-requisites: Successful Completion of Admission Process; Letter
of Acceptance into the Nursing Major/Co-requisites: NURC 024 and
NURL 024/Pre/Co-requisites: ENGL 112 and BIO 104 and NUR 023
NUR 025 Nutrition
This course introduces the P.N. student to the concepts of nutrition
and how application relates to the clients’ level of wellness and wellbeing. The student will have the opportunity to identify and discuss
the nutritional health practices among diverse urban populations.
Students will learn the dietary significance of carbohydrates, proteins,
lipids, vitamins, minerals and other selected aspects of nutrition as
they relate to clients across the health care spectrum. Students will
explore how culturally diverse populations differ in their nutritional
intake and how these differences may impact the client’s health
status. Pre/Co-requisites: ENGL 112 and BIO 104 and NUR 023 and
NUR 024 and NUR 026 and NUR 027
NUR 026 PN Pharmacology and Calculations
This course is designed to introduce the practical nursing student
to basic concepts related to classifications of medications and
specific body responses. Emphasis will be placed on the nurse’s
responsibilities in the administration of medication and drug
calculations. During the 2 hour skills lab focus, students are expected
to develop skills in calculating drug dosages through extensive
practice. Students will also practice administering medications in a
simulated environment. Pre-requisites: ENGL 112, BIO 104, NUR
023, and NUR 024/Co-requisites: NUR 025 and NUR 026
NUR/NURC/NURL 027 Medical & Surgical Nursing I
6 credits; 4 class hours; 2 skills lab hours; 6 clinical hours
This course introduces the student to the roles, functions and
responsibilities of the Practical Nurse in the care of adults with
common recurring medical/surgical diagnoses. The student will be
guided to plan and provide care while integrating relevant concepts
from the physiological, psychosocial, cultural and spiritual domains.
Clinical experiences will be provided in acute care settings enabling
the student to transfer theory into practice. Pre/Co-requisites: ENGL
112 and BIO 104 and NUR 023 and NUR 024 and NUR 025 and
NUR 026 and Co-requisite: NURC 027 and NURL 027
NUR/NURC/NURL 028 PN Maternal Child Health/Psychosocial
Nursing
This course introduces the student to maternal child health and
psychosocial nursing. The student will explore principles of family
centered care, health promotion, illness prevention, theoretical
perspectives of human development, the nature of health and
communication across the life span in a psychosocial context.
The student also explores the roles and responsibilities of the
Practical Nurse in the care of clients during the perinatal period and
the continuum from infancy through adolescence. Planning care
for the infant, child, and pregnant woman, based on anatomical,
physiological, and psychosocial differences are emphasized. The
influences of ethnicity and culture on childbearing and childrearing
are examined. Nursing needs of clients experiencing stress, anxiety,
loss, grief, and death are discussed. Classroom content on mental
illness and substance abuse will be expanded in clinical experiences.
The student will integrate the nursing process, principles of
therapeutic communication, safety, and growth and development,
and family roles into the care of clients in health care settings.
Clinical experiences will be provided to enable the student to transfer
theory into practice of the MCH and psychosocial client. The student
will spend five weeks in pediatrics, five weeks in obstetrics and five
weeks in mental health settings. Pre/Co-requisites: ENGL 112 and
BIO 104 and NUR 023 and NUR 024 and NUR 025 and NUR 026
and NUR 027 and NURL 028 and NURC 028 and NUR 029 and NUR
030/Co-requisites: NURC 028 and NURL 028
NUR/NURC/NURL 029 PN Medical Surgical Nursing II
This course continues the exploration of the roles, functions and
responsibilities of the Practical Nurse in the care of adults with
selected, specialty oriented medical/surgical problems. The student
will be guided to plan and provide care integrating relevant concepts
from the physiological, psychosocial and spiritual domains. Clinical
experiences in medical/surgical specialty units; observational
experiences in the Operating Room, transplant, and renal dialysis
units will be arranged. These experiences will aid the student to
develop a well-rounded view of nursing and enable him/her to
transfer higher concepts of theory into practice. Pre/Co-requisites:
ENGL 112 and BIO 104 and NUR 023 and NUR 024 and NUR 025
and NUR 026 and NUR 027 and NURC 029 and NURL 029/Corequisites: NUR 028 and NUR 030
NUR 030 PN State Board Review
This course includes didactic and computer exercises to prepare
practical nurse students for the NCLEX-PN. The test plan and test
taking skills are used as a guide for course presentation. Review
questions will reflect the components in the test plan as well as
current nursing practice. Diskettes will be used in the computer
laboratory experience to realistically simulate the computerized
method for taking the NCLEX. Correct answers and the rationale for
selection of answers will follow each review, each review test, and
comprehensive examination. An important component of this course
requires that the student register to take NCLEX-PN. This is to
ensure the student the best opportunity to be successful the first time
taking the exam. Computer laboratories will be available for student’s
required practice and self-paced learning. Guided independent study
is a major focus of the course. Pre/Co-requisites: ENGL 112, BIO
104, NUR 023, NUR 024, NUR 025, NUR 026 and NUR 027/Corequisites: NUR 028 and NUR 029
NUR/NURL/NURS 130 Fundamentals of Nursing Practice
6 credit; 3 class hours; 2 skills lab hours; 6 clinical hours
This course introduces the student to the nursing profession, the
theoretical framework, and essential components of nursing practice
in the care of clients of diverse cultural backgrounds. Principles of
pharmacology, drug calculation, and medication administration are
incorporated to enable the student to begin the development of a
comprehensive approach to clinical practice. The nursing process
is introduced as a foundation for the development of critical thinking
skills and competencies and concepts of teaching and learning
in providing safe nursing care to individuals. Student learning
experiences are provided in the classroom, college skills laboratory
and variety of health care settings. The student will be introduced
to the significance of nursing research and technology in clinical
practice. Pre-requisites: (BIO 150, BIOL 150 & BIO 151, BIOL 151)
or (BIO 251, BIOL 251), CHM 105, CHML 105, ENGL 112, MTH 120,
PSYC 101 and Successful Department of Nursing AAS/PN
181
Completion of Admissions Process/Co-requisites: (BIO 152, BIOL
152 or BIO 252, BIOL 252), NURS 030, NURL 030, ENGL 150
NUR/NURL131 Care of Clients with Altered Psychosocial
Functioning
5 credits; 3 class hours; 2 skills hours; 6 clinical hours
This course is designed to provide the basic knowledge and skills to
care for individuals with alterations in biopsychosocial functioning.
It focuses on specific problems that occur along the health illness
continuum and the impact these alterations have on the individual,
family and society. Within the framework of the nursing process,
students are exposed to role playing, assisted to develop therapeutic
communication skills, and to recognize how persons of different
cultures react to alterations in mental health. Students are assisted
to enhance the use of self in client interactions. Clinical experiences
are provided in acute or sub-acute care settings and selected
community mental health centers. Pre-requisites: (BIO 152 and
BIOL 152 or BIO 252 and BIOL 252), ENGL 150 and NUR 130/Pre/
Co-requisites: BIO 261 and NUR 132/Co-requisite: NURL 131 and
NURS 131
NUR/NURL/NURS 132 Commonly Occurring Health Problems 1
The focus of this course will be on care of adult clients with
commonly occurring health problems. The course continues to
build on the concepts and principles presented in Fundamentals of
Nursing Practice. Emphasis is continued on pharmacology, drug
calculation, and medication administration. There will be a recurrent
focus on the application of the nursing process and the ongoing
development of competencies in providing care for individuals and
families. Pre-requisite: NUR 130, BIO, 252, BIOL 252, ENGL 150/
Pre/Co-requisites: BIO 261, BIOL 261, NUR 131 /Co-requisite:
NURS 132, NURL 132
NUR/NURL/NURS 271 Commonly Occurring Health Problems II
This course explores commonly occurring health problems that
impact on alterations in the gastrointestinal, renal, neurological,
musculo/skeletal, reproductive, immune and integumentary systems.
Students are expected to integrate and synthesize knowledge from
pharmacology and the systems. Students are expected to integrate
and synthesize knowledge from pharmacology and the behavioral,
physical and social sciences when using the nursing process to plan
client centered care. Conceptual learning is reinforced to strengthen
critical thinking and problem solving skills. The effects of long-term
health problems on the client, family, and community are discussed.
Learning opportunities are provided in the classroom, skills
laboratory, and acute care facilities. Pre-requisites: NUR 130, NUR
131, and NUR 132/Pre/Co-requisite: CIS 101 or CL 101/Co-requisite:
NURL 271, NURS 271
NUR/NURL/NURS 272 Care of Childbearing/Childrearing Family
This course combines the fundamental principals underlying the
nursing care of the childbearing family before, during, and after
parturition with the major health care needs of the child as he/she
evolves from infancy to adolescence.
Aspects of childbearing in the developing family at different stages
182
of the life cycle are introduced. Students build on their problem
solving and critical thinking skills when planning nursing care of the
mother and/or child. They are expected to integrate and synthesize
knowledge from nutrition, pharmacology, growth and development,
and biological, physical and behavioral sciences into the plan of
care. Learning opportunities are provided in the classroom, college
skills laboratory, and a variety of settings such as acute care,
comprehensive health care centers, clinics, family planning centers,
head start programs, and day care centers. Pre-requisites: NUR
130, NUR 131, NUR 132, NUR 271, BIO 251, BIO 252, BIO 261;
CHM 105; ENGL 112, ENGL 150, MTH 120, PSY 101, CIS 101 or CL
101/Co-requisite: NUR 273
NUR 273 Transition to Nursing Practice
2 credits; 2 class hours; 2 computer lab hours
This course introduces the student to current issues and trends
in healthcare delivery. It is designed to facilitate the transition
from the role of nursing student to that of beginning practitioner.
Components of the course focus on nursing as a profession, and
incorporate principles of management, legal and ethical issues,
current legislative, and political trends in nursing and health care. The
leadership role is explored within the context of nursing practice in a
variety of structured settings. Students will perform a self-assessment
to determine readiness for the NCLEX-RN Examination. The course
will include didactic and computer exercises providing students
the opportunity for individual preparation for the national exam. An
important component of the course requires that the student take
the NLN Diagnostic Test to determine student’s readiness to take
the NCLEX. Learning experiences are provided in the classroom
and College skills laboratory. Students will be required to use the
computer labs for required practice and self-paced learning and
to further develop their computer skills as well as to familiarize
themselves with computer technology that will be used to take the
certifying examination. Additionally, the student will register to take
the NCLEX-RN to ensure the student the best opportunity to be
successful the first time taking the examination. Pre-requisite: NUR
130, NUR 131, NUR 132, NUR 271,CIS 101 or CL 101/Co-requisite:
NUR 272
NUR 304 Perspectives on Professional Nursing: Past and
Present
This course traces the history of nursing from its ancient beginning
and monastic movement to the establishment of organized nursing
and post Nightingale era. Emphasis is placed on the social climate of
the times and the impact of development of nursing as a profession.
The history evolves through the leadership of early nursing pioneers,
extending to modern day reformers in health care. Pre-requisites:
Current New York State RN license and Medgar Evers College
admission requirements.
NUR/NURL 316: Health Assessment of the Adult
This course provides students the skills for further refinement in the
assessment of the health status of individual adults in the context of
the family for early case finding, referral and follow-up skills. Drawing
on the conceptual framework of growth and development, the
nursing process is utilized in the collection and recording of relevant
data, especially health history and complete physical assessment
to identify normal and deviations from wellness in the adult client.
Guided college laboratory experience provides opportunity for
practice and refinement in the necessary hands-on skills and
techniques. Pre-requisite: NUR 304/Co-requisite: NURL 316
NUR/NURL 318 Community Health Nursing in Diverse
Populations
This course integrates the knowledge of professional nursing and
concepts of family and community client systems in developing
comprehensive community nursing care skills. Emphasis is placed on
health promotion, health maintenance, health teaching and disease
prevention. Principles of epidemiology and the nursing process
provide a framework for maximizing the health of the community.
Clinical laboratory experience in diverse community health settings
enable students to identify relevant concepts and apply principles
of teaching in family and community environments. Pre-requisites:
MTH 209, NUR 304, NUR 316,ENGL 210/Co-requisites: NURL 318,
NUR 321, NUR 322
NUR 321 Introduction to Nursing Research
This course is designed to promote the student’s understanding
of the research process, using critical appraisal. Upon completion
of the course, the student can review, and use research findings
in nursing and other disciplines which are applicable to clinical
practice. Emphasis is placed on using research as the basis for
clinical decision-making that demonstrates quality and cost-effective
outcomes of nursing care. Ethical, moral, and legal issues are
considered in relation to nursing research. Pre-requisites: MTH 209,
NUR 304, NUR 316/Co-requisites: NUR 318, NUR 322
NUR 322 Psychosocial Health in Groups
Students are introduced to group dynamics concepts within the
context of general systems theory. The concept of health and the
relativity of mental health as a function of cultural and environmental
factors are explored. A number of specific group dynamics with
implications for increased awareness of self and others in goal
development, decision-making, and leadership functions are
examined with a view to enhancing individual effectiveness and
mental health in group settings. Pre-requisites: NUR 304, NUR 316/
Co-requisite: NUR 318, NUR 321
NUR/NURL 421 Nursing Leadership and Management
This course explores contemporary leadership and management
concepts, models, and strategies and the functions of managers,
leaders, and professional colleagues in nursing. Management
theories and their applicability to nursing are examined with the
technological developments that contribute to managerial role taking.
Leadership concepts, principles and management skills, those
external socioeconomic and ethno-political factors that influence
health care delivery are further examined. To enhance the pragmatic
appreciation of the theoretical component of this course, students
are provided an opportunity to understudy a nurse manager as a
preceptor in an assigned clinical nursing setting. Pre-requisites:
NUR 304, NUR 316, NUR 318, NUR 321, NUR 322/Co-requisites:
NURL 421, NUR 422
NUR 422 High Risk Families Across the Lifespan
This course explores the role and functions of the nurse in facilitating
change and promoting family wellness in high risk situations
across the life span. The student learns how to assess growth and
development patterns of the individual and family units, assists in
reducing or eliminating risk situations and facilitates adaptation as
necessary. The course provides an overview of caring within the
intergenerational family, including challenges, decision making and
transitions that occur in the life span. Pre-requisites: NUR 304, NUR
316, NUR 318, NUR 321, NUR 322/Co-requisite: NUR 421
NUR 425 Professional Nursing and Trends in Health Care
Delivery
This course describes health care services and how they are
delivered according to different national and global systems,
intergenerational relationships, allocation of resources and the effect
of technical advances. Emphasis is on the impact of trends in various
models of health care delivery, the roles and functions of professional
nurses and their responsibilities for ethical, legal, and cultural issues.
Pre-requisites: NUR 304, NUR 316, NUR 318, NUR 321, NUR 322,
NUR 421, NUR 422
HSA 300 Principles of Health Services Administration
3 credits 3 class hours
This course is designed to provide an overview of the role of health
services administration (HSA) in today’s complex and competitive
markets. The scope of HSA and its interrelated components will be
described, analyzed, defined and illustrated. The delicate balance
between cost and services and how it pertains to the individuals’
health and well-being will also be addressed. This course will be
presented in four parts: Part I - Health Services administration in
the United States; Part II - Who provides the services and in what
settings; Part III - Cost, Regulations and Ethics; Part IV - National
Health Care Policy and Reform. Pre-requisite: MAN 200 or MAN 211
HSA 302 Health Perspectives in the U.S. A
This course provides an overview of the health status of different
populations in the United States and examines the determinants
of health among diverse groups. Concepts of epidemiology, health
promotion and disease prevention are discussed. Students will
explore the efforts of health beliefs and the impact of different life
styles on the health of populations across the life span.
HSA 304 Human Resource Management and Labor Relations in
HSA
This course is designed to provide insight into the human dynamics
or psy¬chology behind the management of human resources;
to present an overview of the functional activity areas of people
engaged in personnel work, including the legal ram¬ifications of this
work; to examine the role and responsibilities of the human resource
183
manager as he/she relates to four key orga-nizational variables:
productivity, morale and satisfaction, the organizational system and
cost effectiveness. Pre-requisites: MAN 200 OR MAN 211, CIS 211
AND HSA 300, MAN 314 OR PSYC 325
HSA 310Health Planning and Policy Issues
This course is designed to introduce students to current issues
and trends in the area of health planning and policy administration.
Knowledge of major theoretical applications policy and practice
issues will be addressed as they apply to a conceptual framework.
This course is organized to present information about the types of
institutional planning, obstacles and resources. Contemporary public
health issues and social problems will serve as a focal point for
understanding the relationship between the planning environment
and health policy implementation. Pre-requisites: (CIS 211 and HSA
300) and (MAN 314 or PSYC 325)
HSA 400 Issues and Trends in Health Services Administration
This course is designed to present information about the historical
antecedents, characteristics of earlier movements, basic concepts
and definitions, ethical standards and the role and function of law in
the practice of health services administration. Pre-requisites: HSA
300 and MAN 314 or PSYC 325
HSC 210 Nutrition: Concepts and Principles
This course will focus on the application of principles of nutrition that
relate to health and illness in a diverse urban population. Students
will compare traditional dietary practices within cultures with scientific
facts in order to assist individuals, families and communities in
attaining healthier lifestyles. Pre-requisite: None
HSC 301 Fundamental Concepts of Gerontology for Health
Professionals
This course provides allied health students with a comprehensive
overview of the interrelated biological, intellectual, spiritual,
psychological, socio-cultural and environmental issues related to
the aging process in a rapidly changing technological society. Corequisite: ENGL 150
HSC 302 Health Issues Throughout the Aging Process for the
Health Professions
This course utilizes a multi-disciplinary approach in exploring issues
relevant to the health care team members approach to care of the
culturally diverse and rapidly increasing aging population in society
and particularly in the inner city. Issues such as develop¬mental
issues in middle and older adulthood, demographics, economics,
epidemiology, health care policy and practices, and advocacy are
among those topics to be addressed. Pre-requisite: HSC 301
184
Department of Physical, Environmental
and Computer Sciences
Chairperson:
Wilbert Hope
718 270-6453 office
718 270-6197 fax
[email protected]
Office:
A-506 E
Faculty:
Kwesi Amoa, Shermane Austin, Stanley Bajue,
Ying-Wei Chow, John Gibbs, Wilbert Hope,
Armando Howard, Leon Johnson, Hiroko Karan,
Wilson Obi, Harini Patel, Dereck Skeete,
Alicia Reid, Michelle Vittadello
GENERAL INFORMATION
The Department of Physical, Environmental & Computer Sciences
(PECS) is dedicated to teaching and research in the physical
sciences and technology. It offers:
1. Baccalaureate of Science Degree (BS) in Environmental
Science.
2.
Baccalaureate of Science Degree (BS) in Computer Science.
3.
Associate of Science Degree (AS) in Computer Science.
4.
Associate of Science Degree (AS) in Science (Chemistry,
Physics, and Engineering concentrations) The AS Degree
Programs are essentially transfer programs.
The mission of the Department is to prepare students for challenging
entry level jobs in computer science, telecommunications, applied
sciences and environmental/health fields, as well as for graduate
programs in environmental science, chemistry, atmospheric sciences,
education and computer science. Accordingly, the Department
focuses on the following goals:
1. to develop in our students high-level skills, such as problem
solving, reasoning, and research capabilities;
2.
to prepare students for graduate study in the Environmental and
Computer Sciences, and B.S. programs in Chemistry, Physics
and Engineering;
3.
to prepare students to compete for well-paying positions in the
applied and environmental sciences;
4.
to prepare students to create their own position in society (e.g.
consulting, entrepreneurship) regardless of the economic
climate.
ACADEMIC STANDARDS
Students in the Department must pass all departmental required
courses with a grade of “C” or better.
NASA AND NSF PROGRAMS
NSF New York City Louis Stokes Alliance for Minority Participation
(NYC-LSAMP) Program is a consortium of sixteen baccalaureate
and Associate degree granting CUNY campuses and the Graduate
School and University Center. It funds activities such as:
1. Smaller Science and Mathematics Classes
2.
Curriculum Development
186
3.
Student Support through Learning Centers
4.
Students’ Stipends for Tutoring
5.
Undergraduate Research
6.
Student Research Stipends
NASA Goddard Institute for Space Studies (GISS) Institute on
Climate and Planets (ICP) is a collaboration between the Goddard
Institute for Space Studies, the NYC-AMP project at CUNY, and
the New York Public Schools. It involves college and high school
students, their faculty, and GISS scientists in a team approach to
carry out research projects in climate and planetary research. A
summer institute provides an intensive academic and research
experience with scientific collaboration continuing during the
academic year both at GISS and on campus.
NASA Atmospheric/Ocean and Environmental Science Research
Program is a collaboration between PECS and GISS. This campus
based research program provides undergraduate and high school
students the opportunity to be part of the NASA Earth Science
Enterprise.
NASA Science and Technology Teachers for the Next Millennium
Program is a collaborative effort between Medgar Evers College
(CUNY) and the City College of New York (CUNY), which provides
science and technology majors with the opportunity, knowledge,
and skills to become teachers of secondary school science and
technology in an urban, multicultural environment.
NASA Minority University Information (MU-SPIN) CUNY Network
Resources and Training Site (NRTS) Network is a collaboration
involving City College, Medgar Evers College, LaGuardia Community
College, York College, and Queensborough Community College in
order to develop an information infrastructure on each campus that
may be applied to research and education activities.
New York State Department of Education Graduate Research
Technology Initiative assisted in providing a dedicated network for
faculty and student research, instructional use, and research related
activities for students in the introductory chemistry and physics
courses.
The New York City Space Science Research Alliance (NYC-SSRA),
funded by the NASA Office of Space Science, is initiating and
enhancing multiple collaborations in Space Science research and
has developed a BS Degree in Space Science in The City University
of New York City University of New York Baccalaureate Degree
Program. The Alliance is a coalition of CUNY Colleges, Hayden
Planetarium of the American Museum of Natural History, NASA
Goddard Space Flight Center, and NASA Goddard Institute for Space
Studies.
Undergraduate research includes:
1. Planetary Science
Department of Physical, Environmental, and Computer Science
2.
Earth-Sun Connection
This program also emphasizes environmental law which is the
forerunner for environmental management and environmental policy.
The program also addresses conservation through courses in Natural
Resource Conservation and Management and Ground Water. The
relationship with The Museum of Natural History and the Prospect
Park Alliance will afford additional depth on the issue of conservation.
BIO 211
3
TOTAL 18
COLLEGE OPTION
TOTAL 12
MAJOR REQUIREMENTS and FREE ELECTIVES
BIO/L 201
General Biology 4
BIO/L 202
General Biology 2
4
BIO/L 261
Immunology and Microbiology
4
CHM/L 201
General Chemistry 1
4
CHM/L 202
General Chemistry 2
4
CHM/L 303
Organic Chemistry 1
4
ENVS 200
Environmental & Health Issues
3
ENVS 203
Environmental & Occupational Law
3
ENVS 301
Air and Water Pollution
3
ENVS 302
Measurements and Instrumentation
4
ENVS 313
Waste Management
3
ENVS 304
Epidemiology
3
ENVS 401
Ground Water
3
ENVS 404
Internship
3
ENVS 405
3
ENVS 413 Field Study
or or
ENVS 320*
Toxicology of Environmental
and Industrial Agents* 3
MTH 151
Pre-Calculus
4
MTH 202
Calculus I
4
MTH 203 Calculus 2
4
or or
MTH 222*
Intro to Probability and Statistics *
4
PHY/L 211
Physics 1
4
PHY/L 212
Physics 2
4
Free Elective
3
TOTAL 78
GRAND TOTAL
120
* Environmental Science Health Track Students Must Take
This program of study includes the required College-wide
Curriculum. For additional major requirement details for BS in
Environmental Science. See Chair or Academic Advisor
3.
Astrophysics
The BS in Environmental Health Science Program requires 120
credits consisting of the following category of courses and credits:
THE COMPUTER SCIENCE PROGRAM
Bachelor of Science in Environmental Science
This Baccalaureate Degree Program in Environmental Science
stresses that environmental science is about much more than
science. It is also about ethics, responsibility, and values, as well as
sociology, politics, law, and business. For graduates to be effective
in the work place, this interdisciplinary perspective must always be
in focus. Numerous job opportunities are available for Environmental
Science graduates in industry and at various levels in local, state,
regional and federal governments. Environmental Science graduates
may find immediate employment in areas indicated below, as
businesses both large and small continue to comply with regulations.
1.
Industrial Hygienist
2.
Chemical Hygiene Officer
3.
OSHA Officer
4.
Waste Management Consultant
5.
Training Consultant
Responding to new laws and regulations, most of which emanate
from federal agencies such as the Environmental Protection Agency
(EPA) and the Occupational Safety and Health Administration
(OSHA), businesses are now preoccupied with compliance.
B.S. in Environmental Health Science
REVISED PROGRAM
FIXED/REQUIRED CORE
Course
Course Title
English Composition
MTH 115
RECOMMENDED MATH COURSE: MTH 138 College Algebra & Trigonometry
Credits
3
3
3
OR
OR PHS 101
3
TOTAL 12
FLEXIBLE CORE
3
HIST 200
ART 100
3
MUS 100
SSC 101
3
Scientific World
“Time, Effort, Integrity”
The discipline of Computer Science requires a great deal of time
and an honest effort on the part of those who study it! Our motto
is: “Time, Effort, Integrity.” Computer Science is concerned with
computers, their organization, the theory which underlies their
existence, and their application. The Computer Science Program at
Medgar Evers College prepares students with the core theoretical
and applied knowledge, incorporating national computer science
curriculum standards required for a professional or research career
in a dynamic and evolving discipline. The program follows the
guidelines of the Association for Computing Machinery (ACM) and
the Computer Society of The Institute of Electrical and Electronics
Engineers (IEEE- CS) Joint Curriculum Task Force, and combines
rigorous academic study with the opportunity for a “hands-on/
minds-on” experience.
Students enrolled in the Computer Science Program are provided
with a strong mathematics, science, and core computer science
background. In addition to an Advanced Computer Science
concentration, the B.S. Degree Program in Computer Science
offers concentrations in the areas of Telecommunications, and
Computational Science. An important component of the Computer
Science Program is the requirement for student internships and/or
undergraduate research to develop the skills and expertise needed
for success in industry and graduate school. The A.S. Degree in
Computer Science is awarded to students who successfully complete
the first two years of the B.S. Degree requirements in Computer
Science. Dr. William C. Harris is Coordinator of the Computer
Science Program.
Bachelor of Science in Computer Science
The B.S. in Computer Science Program requires 120 credits
consisting of the following category of courses and credits:
B.S. - Computer Science
REVISED PROGRAM
FIXED/REQUIRED CORE
Course
Course Title
Credits
English Composition
ENGL 150
3
MTH 115
3
RECOMMENDED MATH COURSE: MTH 138 College Algebra & Trig
BIO 101
OR
OR
PHS 101
3
PHY 114
Basic Physics REQUIRED
TOTAL 12
FLEXIBLE CORE
3
HIST 200
The Growth and the Development of the U.S 3
ART 100
3
MUS 100
SSC 101
3
Scientific World
CS 140
Computer Science Seminar (RECOMMENDED)3
TOTAL 18
COLLEGE OPTION
(Computer Science degree program specific waiver)
3
CS 151 Introduction to Computing (RECOMMENDED) 3
3
3
TOTAL 12
CS 241
Discrete Structures
3
CS 244
Object-Oriented Programming
3
CS 246
Data Structures
3
CS 260
Digital Systems
4
CS 265 Unix Systems Programming
3
CS 281
Database Systems
3
CS 312
Analysis of Algorithms
3
CS 315
Operating Systems
3
CS 325
Computer Architecture
3
CS 345
Scientific Programming
3
CS 350
Programming Language Paradigms
3
188
CS 360
Software Engineering
3
CS 395
Theoretical Computer Science
3
MTH 151
Pre-calculus
4
MTH 202
Calculus I
4
Required Computer Science Electives (one from area A, B & C) 9
Technical Electives from below
6
Physics Requirements 8
Mathematics Requirements
7
TOTAL 78
GRAND TOTAL
120
A. Networks
CS 305
Data Communication
3
CS 307 Local and Wide Area Networks
3
CS 308
Computer and Network Security
3
B. Platform-Based Development
CS 309
Network Programming
3
CS 355
Mobile Applications Development
3
C. Computational Science
CS 319
Introduction to GIS
3
CS 321
Remote Sensing
3
CS 380
Intelligent Systems
3
CS 390
Scientific Programming II
3
AST 215
Space Science I
4
AST 216
Space Science II
4
MTH 204
Calculus III
4
Technical Electives
6
AST 300 Level
CHM 300 Level
CS 300 Level
MTH 300 Level
PHY 300 Level
Physics Requirements 8
PHY/L/W 212
University Physics II
4
PHY/L/W 213
University Physics III
4
Mathematics Requirements
7
MTH 203Calculus II 4
MTH 237Probability and Statistics
3
The satisfactory completion of one hundred twenty (120) credits
of prescribed courses is required for the BS Degree in Computer
Science. For additional major requirement details for B.S. in
Computer Science. See Chair or Academic Advisor
Associate of Science in Computer Science
This Associate Degree Program is designed to encourage A.S.
Degree graduates to enter into our B.S. Degree Program in
Computer Science, and related programs in Computer Engineering,
Telecommunications, or Applied Sciences. The program integrates
seamlessly with our B.S. Degree Program in Computer Science and
serves as its foundation. The A.S. Degree in Computer Science is
awarded to students who successfully complete the first two years
sixty (60) credits of the B.S. Degree requirements in Computer
Science. These requirements include:
A.S. in Computer Science
REVISED PROGRAM
FIXED/REQUIRED CORE
Course
Course Title
English Composition
Credits
ENGL 150
3
MTH 115
3
REQUIRED MATH COURSE: MTH 138 College Algebra &
Trigonometry
OR OR
PHS 101
3
PHY 114
Basic Physics REQUIRED
TOTAL 12
FLEXIBLE CORE
3
HIST 200
The Growth and the Development of the U. S.3
ART 100
3
MUS 100
SSC 101
3
Scientific World
CS 140
Computer Science Seminar REQUIRED
3
TOTAL 18
MAJOR REQUIREMENTS
CS 151 Introduction to Computing
3
CS 241
Discrete Structures 3
CS 244
Object-oriented Programming
3
CS 246
Data Structures
3
CS 265
Unix Systems Programming
3
CS 281
Database Systems
3
MTH 151
Pre-calculus
4
MTH 202
Calculus I
4
MTH 203
Calculus II
4
TOTAL 30
GRAND TOTAL
60
The AS in Computer Science received a waiver to specify particular
courses students must take in some areas of the Common Core.
Computer Science Concentration / Elective
The one (1) credit computer science elective may be satisfied by
completing either: a 300-level computer science course, a course
requiring data structures as its prerequisite, or by completing a
course chosen from one of the following areas:
Computer Science Areas of Concentration
1. General Computer Science
2.
Telecommunications
3.
Computational Science
Students should consult with an Academic Advisor in the PECS
Department when choosing their twelve (12) credits of computer
science electives. Courses may be chosen from upper-level
Computer Science, Telecommunications, and Computational
Science courses. For additional major requirement details, see
Chair or Academic Advisor.
Computing Facilities
The Medgar Evers College Research and Computing Facility,
used by students and faculty, consists of several advanced
microcomputer labs utilizing Microsoft Windows 2000, Windows
XP, UNIX, Macintosh based machines, and the campus Local
Area Network. The LAN provides campus computers with highspeed communications and a gateway to other CUNY computer
resources and the Internet. There are twenty-one (21) computer labs
supporting over 400 machines with support for various academic
applications. Selected labs contain computerized projection-based
systems for instructor-led courses.
The advanced computing lab, in the Department of Physical,
Environmental and Computer Sciences, serves as an instruction
and problem-solving lab for Linux systems research, education
and practice. The graphics workstations in this lab enable faculty
and students to use advanced data visualization techniques,
including Computer-Aided Design (CAD) software, Image Definition
Language (IDL), Advanced Visualization System (AVS), MATLAB,
and IRAF. Additionally, the Medgar Evers College Computing
Center interfaces with the City University Computing Center, one of
the nation’s most powerful university computer installations.
The Computer Science Minor
Students from other disciplines may minor in computer science. A
minor in computer science consists of twelve (12) credits including
CS 151, CS 244, CS 260, CS 381, and a three (3) credit computer
science elective, which must be at the 300 level, or selected from
a course requiring data structures as its prerequisite. All 12 credits
must have a grade of ‘C’ or better. Courses that substantially
duplicate material covered in other courses for which credit has
been granted are not acceptable. Minor Requirement Details for
Computer Science. See Chair or Academic Advisor
Note: CS 100 may not be applied toward the B.S. or A.S.
Computer Science degrees, or the CS minor. All 16 credits must
have a grade of “C” or better.
COURSE DESCRIPTIONS
AST/ASTL 103 Astronomy
This course is an introductory study of the structure of the universe
from the Earth to the limit of the observable universe. Topics
include stellar structure and evolution, the solar system, the Milky
Way, galactic structure, and theories of the universe. Recent topics
such as extraterrestrial life, neutron stars and pulsars, black holes,
quasars, and background radiation are also discussed. Prerequisite: Completion of developmental skills courses
AST/ASTL 215 Space Science I
This course covers the fundamental concepts in Space Science.
Topics include: Newton’s laws of motion and universal law of
gravity, vector algebra; the solar system, celestial mechanics,
comparative planetology: Earth-moon system, Terrestrial
planets, Jovian planets, atmospheres and geology, small bodies,
exploration and water-life, electromagnetic radiation and atomic
structure, telescopes and detectors; the Sun: structure, solar
magnetism and energy transformations: Earth-Sun connection
and geospace. Part of the course may be held at the Hayden
Planetarium of the American Museum of Natural History or the
NASA Goddard Institute for Space Science. Pre/Co-requisite: MTH
202/Co-requisite: ASTL 215
AST/ASTL 216 Space Science II
This course covers the fundamental concepts in Space Science.
Topics include: Multiple wavelength astronomy: radio, infrared,
optical, UV, x-ray and gamma ray; stars: energy transport, magnitude
and distance modulus; variable and binary stars, HertzsprungRussell diagram; interstellar medium, stellar structure and evolution;
Milky Way galaxy: stellar distribution and population; galactic
structure and evolution: active galaxies and quasars; Hubble’s law;
large scale structure of the universe: galaxy clusters and cosmology.
Part of the course may be held at the Hayden Planetarium of the
American Museum of Natural History or the NASA Goddard Institute
for Space Science. Pre-requisite: MTH 202/Co-requisite: ASTL 216
AST 390 Advanced Topics in Space Science I
This course analyzes in depth contemporary topics in Space Science
and is offered according to the latest developments in the field
and the needs of the students. Students are taught the underlying
principles of analysis, design, and implementation issues involved in
Space Science. Several examples and applications, using NASA and
other scientific data, illustrate the theory and concepts covered. A
detailed description for each special topic offering may be obtained in
the Department office prior to registration. Pre-requisite: AST 215 or
AST 216 or permission of the chairperson/Pre/Co-requisite: MTH 202
CHM 104 Chemistry and Our World
This is an introductory chemistry course intended for non-science
majors. It will introduce students to the basic concepts of chemistry
with an emphasis on the role the subject plays in the world around us
and in the service of man. Pre-requisite: None
CHM/CHML 105 Chemistry for Health Professionals I
4 credits; 3 class hours; 3 Lab hours
An introductory course for the health professional student covering
the fundamentals of general and organic chemistry with applications
in biological sciences. Topics include the structure, properties, and
states of matter, chemistry bonding and reactions, chemistry of
solutions, and the chemistry of major groups of organic compounds.
This is not the Pre-requisite for organic chemistry. Pre-requisites:
Completion of all developmental skills courses/Co-requisite: CHML
105
CHM 112 Basic Chemistry
An introductory course designed for students who plan further
study in chemistry. The course presents those areas of chemistry
which are essential and which students find most difficult in general
college chemistry. These include the mole concept, nomenclature,
stoichiometric calculations, gas laws, and solution concentration
calculations. Co-requisite: MTH 136 or MTH 138
CHM/CHML/CHMW 201 General Chemistry I
4 credits; 3 class hours; 3 lab hours; 1.5 workshop hours
An introduction to the basic principles and theories of chemistry
including atomic theory, laws of chemical combination, periodic
classification of the elements, states of matter, and kinetic molecular
theory. The aim of classroom and laboratory work is to prepare the
student for advanced study in chemistry. Co-requisite: CHML 201/
190
Pre-requisite: None
CHM/CHML/CHMW 202 General Chemistry II
A continuation of CHM 201. Topics include the study of liquids,
solids and solutions, chemical kinetics, equilibrium, acids and bases,
thermodynamics and electrochemistry. Pre-requisite: CHM 201/Corequisite: CHML 202 and CHMW 202/Pre/Co-requisite: MTH 151
CHM/CHML/CHMW 303 Organic Chemistry I
The structure, preparation and properties of organic compounds
with emphasis on reactivity, reaction mechanisms, stereochemistry
and synthesis. Laboratory studies include modern experimental and
research techniques for preparing, purifying and identifying organic
compounds, and the use of polarimeter, infra-red and ultraviolet
spectrometers, NMR, and chromatography. Pre-requisite: CHM 202/
Co-requisite: CHML 303 and CHMW 303
CHM/CHML/CHMW 304 Organic Chemistry II
The structure, preparation and properties of organic compounds
with emphasis on reactivity, reaction mechanisms, stereochemistry
and synthesis. Laboratory studies include modern experimental and
research techniques for preparing, purifying and identifying organic
compounds, and the use of polarimeter, infra-red and ultraviolet
spectrometers, NMR, and chromatography. Pre-requisite: CHM 303/
Co-requisite: CHML 304 and CHMW 304/Pre/Co-requisite: MTH 203
CHM/CHML 311 Quantitative Analysis
Basic methods in quantitative analysis; theory and techniques of
calorimetric, volumetric, and gravimetric determinations. Instrumental
analysis using spectrophotometers, gas chromatograph, and NMR.
Co-requisite: CHML 311
CHM/CHML 341 Biochemistry
This course concerning the chemical characteristics of living
matter. Topics include general concepts of the cell, biomolecules,
carbohydrates, amino acids, peptides, protein structure and function,
lipids, enzymes, citric acid cycle and nucleic acids. Laboratory
studies include modern experimental and research techniques in
Biochemistry. Co-requisite: CHML 341
CHM/CHML 405 Advanced Organic Chemistry
The well-motivated organic chemistry student is in desperate need of
a course that may serve as a transition between undergraduate and
graduate organic chemistry. Such a course must be designed to take
full advantage of the spirit, energy and enthusiasm that descends
upon these students as they near completion of the second half of
their undergraduate organic chemistry. This course has a research
component. Co-requisite: CHML 405
CHM/CHML 421 Inorganic Chemistry
This is the first of three courses in modern inorganic chemistry. It
serves to introduce the challenged student to an ever expanding and
important field of chemistry. This new course will involve a detailed
discussion of the chemistry of selected `Main Group’ elements,
covering the reactions of the elements and their compounds, as a
well as structure and bonding. Students who register for the course
must also register for the laboratory part of the course. Co-requisite:
CHML 421
CHM/CHML 523 Inorganic Chemistry III (Organometallic
Chemistry)
This is the third and last of three courses in modem inorganic
chemistry. It serves to expose the students to a branch of chemistry
which bridges the traditional fields organic and inorganic chemistry.
This new course will entail a study of the organometallic chemistry
of the first transition series ( 3d ) elements, covering the synthesis,
reactions and bonding of selected compounds. Industrially important
reactions involving organometallic compounds will be dealt with in
detail. Co-requisite: CHML 523
CHM 561 Spectrometric Identification of Organic Compounds
This course is designed to teach the Organic Chemistry student how
to identify organic compounds from the complementary information
afforded by mass spectra, infrared spectra (I.R.), nuclear magnetic
resonance (nmr) spectra and ultraviolet (U.V.) spectra. The modern
undergraduate chemistry student requires a somewhat modest
level of expertise and sophistication in each of these four levels of
spectrometry. This course would further prepare students for the
techniques and methodologies they would encounter in graduate
programs. Pre-requisite: CHM 304
CS 100 Internet and Web Technologies
This course provides students with practical knowledge about
computer hardware and software, and a basic understanding of
the underlying telecommunications technology of the Internet.
Students learn to navigate and search the Internet, while exploring
numerous research-related web sites using E-mail, FTP, WAIS and
Telnet services. After exploring and using HTML to create Web
pages, JavaScript is introduced and used for developing client-side
applications for Web browsers. These markup and script languages
are used to introduce computer programming fundamentals.
Students produce a publishable home page or other Web document
as their final course project. Co-requisite: MTH 138 or MTH 136 or
Higher
CS 102 Introduction to Electronic Game Design and
Development
This course is a hands-on introduction to Computer Science
concepts using the design and development of electronic games
as the primary application. Students will be introduced to game
environments, architectures and design issues. The course will
survey related Computer Science concepts in hardware, software,
graphics, human-computer interaction and artificial intelligence. The
software component will include high-level programming engines,
and introduce both imperative and object-oriented programming.
The course will use high-level drag-and-drop programming engines
and game scripting languages that can be used to create animations
and computer games. Co-requisites: MTH 138 or higher and the
completion of all developmental basic skills.
CS 140 Computer Science Seminar
Computer science seminar is designed to provide incoming
students an overview of the field along with specific examples of
problem areas and methods of solution. Students learn about the
computer science degrees and computing trends. Each section
is taught by a computer science faculty member, and will cover
issues and opportunities in computer science. Special academic
speakers and field trips to professional sites are also included.
Students will learn individual and team study skills required for
success in a computer science degree program, and professional
ethics. Pre-requisite: Completion of all developmental basic skills.
CS 151 Introduction to Computing
This course introduces the fundamental concepts of the discipline
of computing, emphasizing elementary facts concerning computer
architecture, programming languages, software methodology,
and algorithms. Students learn how to solve problems using an
appropriate block-structure high-level programming language.
Programming topics include: basic data structures, control
structures, data and procedure abstractions, functions and function
parameters, recursion, pointers, classes and file processing. Prerequisite: MTH 151 or higher
CS 241 Discrete Structures
The objective of this course is to introduce the elements of
discrete mathematics systems pertinent to the field of computer
science. Through computer programming examples, exercises
and case studies, students are taught the following mathematical
concepts: sets and binary relations, functions, first-order logic,
proof techniques, algebraic systems, graph theory, vectors and
matrices, elementary probability theory, combinatorial computing
and counting arguments. Definitions and analysis of algorithms are
also introduced. Pre-requisite: CS 15l
CS 244 Object Oriented Programming and Design
This course presents an object-oriented approach to software
development used in large-scale programming projects. A software
engineering methodology, such as the Unified Modeling Language
(UML), will be used for object, dynamic, and functional modeling.
Students learn how to implement a system using an appropriate
object oriented programming language. Programming topics
include: Classes and data abstraction, operator overloading,
inheritance, virtual functions and polymorphisms, templates,
exception handling, and class libraries including GUI applications.
Pre-requisite: CS 151
CS 246 Data Structures and Algorithms
This course introduces the different ways that data is organized
and stored in computer memory and the relevant procedures
used in the manipulation of that data. The idea of abstract data
types (ADTs) is first introduced, and then reinforced through the
characterization of fundamental data structures in the discipline stacks, queues, and trees. Other topics are recursive algorithms,
dynamic storage, and complexity. Algorithms for searching and
sorting are also implemented. Pre-requisite: CS 244
CS 260 Digital Systems
This course presents the theoretical principles and mathematical
techniques involved in the hardware design of digital systems. Topics
include: number systems and codes, Boolean algebra, Boolean
functions, canonical forms, logic gate realization, universal gates,
combinational and sequential circuits, and minimization of functions
using Karnaugh maps, the Quine-McCluskey method and basic
computer organization. Interactive circuit design software is used for
laboratory experiments. Pre-requisite: CS 252
CS 265 UNIX Systems Programming
This course provides an in-depth study in the programming of UNIX
systems. Topics include: UNIX commands, the UNIX File System
and its related structures, Editors, the UNIX Command Interpreter,
System Administration, Shell Programming, UNIX Applications
Operating environments, communicating and networking through
UNIX. Pre-requisite: CS 244
CS 280 Artificial Intelligence
This course examines the ideas and techniques underlying the
design of intelligent computer systems. Topics include knowledge
representation, heuristic versus algorithmic search methods, problem
solving, game playing, logical inference, planning, reasoning under
uncertainty, expert systems, learning, perception, natural language
understanding, and intelligent agents. A functional programming
language appropriate to Artificial Intelligence will be introduced. Prerequisite: CS 246
CS 281 Data Systems
This course provides the basis for a solid education in the
fundamentals of database technology. Topics include Database
Management, Database System Architecture, Relational Data Base
Systems (Query Languages, Application Development Systems),
Software Specific (Self Contained) and Hardware Specific (Data
Base Machines). Data manipulation language studied include: SQL,
relational calculus, Query-By-Example, and natural languages. Prerequisite: CS 246
CS 300 Theoretical Computer Science
This course focuses on fundamental issues of Computer Science
Theory, Automata and Formal Language Theory, and the Theory of
Computational Complexity. Topics include formal languages, finite
state automata, push down automata, Turing machines and the
languages they recognize. This course also examines computability
by recursive functions, Church’s Thesis, undecidability, the classes
P and NP, NP-complete problems and intractable problems. Prerequisite: CS 241
192
CS 302 Algorithms for Bioinformatics
This is an interdisciplinary course that combines Molecular Biology,
Chemistry, Mathematics, and Computer Science. It teaches
(a) Bioinformatics computer skills, including, but not limited to
searching, accessing, and analyzing public biological databases, (b)
Applications of statistics to molecular biology, and (c) Bioinformatics
algorithms and programming. Pre-requisite: (BIO 101 or BIO 111)
and BIO 102 and CS 151 and MTH 202
CS 305 Data Communications and Web Technologies
This course is designed to provide the students with a fundamental
technical and practical background in data communications with
the context of network technologies. Topics include fundamental
concepts of data communications; data transfer modes; the OSI
model; transmission mediums and the physical layers; modems
and modem standards; local area networks (LANs) and wide
area networks (WANs); communications standards including
communications codes, application support protocols, and network
architecture; and intranet/Internet routers. Pre-requisite: CS 246
CS 307 Local and Wide Area Networks
This course covers computer network analysis and design and
its applications. A variety of network topologies for centralized,
decentralized and distributed networks will be discussed. Topics
include LAN fundamentals, evaluating LAN cabling systems,
switching techniques, routing algorithms, flow control, survey and
comparison of existing commercial Local Area Networks. Students
will learn to configure, install, operate, troubleshoot and administer
networks. Co-requisite: CS 305
CS 308 Computer and Network Security
3 credit; 3 class hours; 1 lab hour
This course provides students with an understanding of key issues
in the field of computer and network security include the role of
information security, threats, cryptography, protocols, architectures
and technologies for secure systems and services. Pre-requisite: CS
246 and CS 265
CS 309 Network Programming
This course focuses on interconnecting Local Area Networks (LAN)
into larger private and public networks including Enterprise and Wide
Area Networks (WAN). Topics include network programming with
Sockets, TCP/IP protocol stack, server side/client side applications
programming. Students will have the opportunity to take Microsoft,
Novell and Netscape examinations towards certification as Web
Masters. Pre-requisite: CS 305
CS 310 Special Topics in Computer Science
Courses on contemporary topics in computer science to be offered
according to the latest developments in the field and the needs
of the students. Students are taught the underlying principles of
analysis, design, and implementational issues involved in computing.
Several examples and applications are used to illustrate the theory
and concepts covered. A detailed description for each special
topic offering may be obtained in the Department office prior to
registration. Students are also required to submit a research paper
on an approved topic. Pre-requisite: CS 246
CS 312 Analysis of Algorithms
This course covers measuring algorithmic complexity (ONotation);
searching and sorting algorithms and their complexity; tree and
graph algorithms and their complexity; classes of algorithms, such
as divide-and-conquer, backtracking, greedy, probabilistic, etc.
Computational complexity; the classes P and NP. Pre-requisite: CS
246
CS 315 Operating Systems
This course is an introduction to operating systems. Topics include
task management and scheduling, process and data management,
resource allocation, interrupts, time sharing, concurrent processing,
linear and tree-structured address space, resource allocation for
multiprogramming, and queuing and network control policies. This
course includes several detailed case studies that covers today’s
most widely used single-user, multi-user, and network operating
systems. Pre-requisite: CS 246
CS 319 Geographical Information Systems
This course examines the automated systems for the capture,
storage, retrieval, analysis and display of spatial data. Topics
include automated geography, spatial analysis, map as model, GIS
data structures, GIS data input, storage and editing, classification,
statistical surfaces, spatial arrangements, cartographic modeling,
output from analysis, and GIS design and implementation. Prerequisite: CS 151
CS 321 Remote Sensing: Computer Methods for Satellite Data
Analysis
This course emphasizes the scientific principles of satellite data
analysis and efficiency of computer methods for carrying out this
analysis and convert raw data into meaningful physical quantities.
Topics include: concepts and systems, electromagnetic energy,
photographs from aircraft and satellite, remote sensing in the visible
and IR spectrum, active and passive remote sensing, thermal IR
images, Earth resources, image processing and interpretation,
meteorological, oceanographical and environmental applications,
and monitoring natural hazards, geographic information system
and overview of scatterometry. Course includes Hands-on
demonstrations and data analysis of satellite data. Pre-requisite: CS
151
CS 325 Computer Architecture
Topics include instruction formats and addressing schemes,
arithmetic and logic unit design, control unit design, main memory
technology, virtual, high speed, associate and read only memories,
programmable logic arrays, computer organization including
stack, parallel and pipeline, and system structures: time sharing,
multiprocessing and networking. Pre-requisite: CS 260
CS 345 Scientific Programming I: Data Analysis
This course is an introduction to numerical algorithms for
scientific computation. It covers basic concepts of numerical
error, interpolation, quadrature, vectors and matrices, solution
of linear systems of equations, non-linear equations. Computer
implementation aspects are also investigated. Student
programming applications will involve real-world datasets from
NASA missions, EPA and NOAA using C++ and Java. Prerequisites: CS 246 and MTH 202
CS 350 Programming Language Paradigms
This course provides an overview of the key paradigms used in
modern programming languages and illustrates those paradigms
with several programming languages. It also provides sufficient
formal theory to demonstrate the role of programming language
design in the context of the general computer science research
agenda. Pre-requisite: CS 246
CS 355 Mobile Application Development
This course introduces the principles of mobile application
development, using the Android platform. Topics will include
user interface building, input methods, methods for storing and
retrieving information, Internet communication, hardware (GPS,
camera, and sensors), multimedia, and mobile security. Projects
will be deployed for real-world applications. Course work will
include project conception and implementation of mobile phone
software applications. Pre-requisites: CS 244, CS 304, CS 265
CS 360 Software Engineering
This course introduces students to the phases, methodologies
and tools involved in the software production process. Topics
include the software life cycle, specifications and design,
quality assurance and testing, maintenance as well as related
economic aspects in the production of software. Students are also
introduced to design and documentation tools utilized by software
engineers and issues related to portability and reusability. The
course is also an introduction to technical writing. Pre-requisite:
CS 246
CS 380 Intelligence Systems
This course examines the ideas and techniques underlying the
design of intelligent computer systems. Topics include search
methods, game playing, knowledge representation, logical
reasoning, and reasoning with uncertainty. No prior knowledge
of Artificial Intelligence is required. A functional programming
language appropriate to Artificial Intelligence will be introduced.
Pre-requisite: CS 246, MTH 201, MTH 237
CS 390 Scientific Programming II: Modeling and Simulation
Simulation of dynamic, physical systems using models involving
numerical and logical processes. Modeling concepts, description in
terms of entities, attributes, and activities, time flow mechanisms,
queues, event-oriented vs. particle-oriented models. Collection and
evaluation of statistics. Simulation languages. Computer projects
using a general-purpose language (e.g. C++) and at least one
simulation language (e.g. GPSS) will be assigned. Pre-requisite: CS
345
CS 392 Advanced Topics in Computer Science
This course investigates the latest developments in the fields
of Computer Science, Space Science, Earth Science and/
or Environmental Science. Students are taught the underlying
principles, data acquisition and analysis. Several examples and
applications are used to illustrate the theory and concepts covered. A
detailed description for each special topics offering may be obtained
in the Department office prior to registration. Students are required
to submit a research paper on an approved topic. Pre-requisite: CS
345
CS 401 Computer Science Internship/Research I
3 credits; 6 class hours (minimum)
Students are required to participate in an internship or complete a
significant research project during their senior year. This research
and internship experience must involve project management:
planning, scheduling, and production of a computing system. In
addition to these technical skills, student should also develop an
understanding of the social, ethical and economic considerations
of project management. Students are required to attend weekly
seminars, write an in-depth report, and give an oral presentation.
CS 402 Computer Science Internship/Research II
3 credits; 6 class hours (minimum)
This course is a continuation of CS 401. Pre-requisite: CS 401
ENVS 200 Environmental Health Issues
This course provides the basis for understanding the widespread
health problems that are linked to environment and occupational
concerns. Topics include the identity and sources of air and water
pollutants, the spread of these pollutants, and the harmful effects of
these pollutants. These responsibilities of those involved with public
health and the measures private industry is taking in addressing
environmental health concerns is discussed. Special emphasis is
given to health problems facing urban communities. Pre-requisite:
Completion of math and language developmental skills
ENVS 203 Environmental and Occupational Laws
This course introduces the wide range of local, state, regional,
federal, and international laws and regulations pertaining to
environmental and occupational concerns. How the various
governmental agencies interface is discussed, as well as compliance,
violations, and penalties. This course also focuses on the federal
environmental justice initiative. Pre-requisite: ENVS 200
194
ENVS 301 Air, Water Pollution
This course will provide a detailed outline of the sources and types of
air pollutants and the ways in which these pollutants are dispersed.
The course will also outline the established national goals for air
and water quality needed to protect public health and welfare. This
course will also address the topic of indoor air quality. This course
will provide a more detailed treatment on the Clean Air Act, as
amended, and the Clean Water Act as amended, to which students
were previously introduced in the course entitled Environmental and
Occupational Laws and Regulations (ENVS 200). Pre-requisites:
ENVS 200 and CHM 201
ENVS 302 Measurement and Instrumentation
This course includes numerous laboratory exercises that familiarize
students with methods of air, water and soil monitoring to
determine the concentration levels of airborne, waterborne and soil
contaminants. This course will stress the guidelines established
by the New York City Department of Environmental Protection,
the New York State Department of Environmental Protection, the
Environmental Protection Agency and the National Institute for
Occupational Safety and Health, for analyzing, documenting and
reporting air and water pollutants. Instruments include HPLC,
TOC, GC/MS, UV-vis-IR & AA spectrophotometry and FTIR. Prerequisites: ENVS 301 and CHM 311
ENVS 304 Epidemiology
3 credits; 3 hours
This is an introduction course to epidemiology. It will familiarize
students with the basic principles in epidemiology. These principles or
epidemiologic methods will be means by which to describe, analyze,
and interpret data related to public health issues in the general
population. The course will also present epidemiology application to
the fields of health services, community health education, and diet,
food and nutrition. Pre-requisites: BIO 261
ENVS 313 Waste Management
The main objective of this course is to present a very detailed
account on collection, treatment, and disposal of solid waste, waste
water, and hazardous waste. The course will also draw attention to
the improved technology on which the waste generator must rely as
land becomes more limited and regulations increase. The course
touches upon the causes and effects of the three basic types of
waste: solid waste, waste water and hazardous waste. The treatment
and reuse of water is also addressed. In the United States, the
management of hazardous waste is significantly regulated. This
course addresses the subjects of direct hazardous waste treatment,
categorical remedial action requirements, and low level radioactive
waste handling. Pre-requisites: ENVS 200 and ENVS 302
ENVS 319 Geographical Information Systems
This course examines the automated systems for the capture,
storage, retrieval, analysis and display of spatial data. Topics
include automated geography, spatial analysis, map as model, GIS
data structures, GIS data input, storage and editing, classification,
statistical surfaces, spatial arrangements, cartographic modeling,
output from analysis, and GIS design and implementation. Prerequisite: CS 151
ENVS 320 Toxicology of Environmental and Industrial Agents
A introduction to the principles of toxicology, absorption, distribution,
metabolism, excretion and effects of toxic chemicals such as
pesticides, metals, chemical carcinogens, air, water, and soil
pollutants, radiation and industrial solvents. Hazardous waste and
consumer products. Pre-requisite: ENVS 304
ENVS 390 Special Topics on the Environment
This course is designed to facilitate timely incorporation of
current environmental issues, particularly issues that may have a
disproportionate impact on urban communities. . The course will
therefore focus on initiatives such as green businesses, green
construction, green communities, and green buildings stressing at
all times their connection to environmental sustainability and energy
efficiency. The course will further outline the significance of green
certification as it applies to businesses, products and professions.
ENVS 400 Natural Resource, Conservation and Management
This course is designed to provide the interdisciplinary perspective
that is required for devising solutions to today’s many natural
resource management problems. This course will outline the efforts
of Americans and people worldwide to conserve natural resources.
The course also touches on the many successes and failures of
policies, laws, organizations, conservation, and protection of our
natural resources. Pre-requisites: ENVS 200 and ENVS 203
ENVS 401 Ground Water
This course will outline the scientific foundations for the study of
groundwater and the technical foundations for the development of
groundwater resources. The course will also address the subject
of groundwater contamination and the growth of groundwater
technology. Pre-requisite: MTH 204
ENVS 404 Internship
3 credits; 3-6 class hours
For the final semester, students are required to work at least three
hours per week with an environmental concern providing one of
the following services: Air Quality and Pollution Control, Energy
Development, Conservation, and Recovery, Environmental and
Ecology Studies, Environmental Impact Analyses, Facility Operation
and Management, Hazardous and Toxic Waste Management,
Industrial Waste Control and Treatment, Human Settlements and
Environmental issues, Laboratory Services, Marine Waste Disposal
and Nearshore Oceanography, Regional Water Pollution Control
Planning, Sewage Treatment and Disposal, Sludge Handling and
Disposal, Solid Waste Management, Storm Drainage and Flood
Control, Water Supply, Treatment and Distribution, and finally,
Research. Pre-requisites: ENVS 313, CHM 303 and CHM 311
ENVS 405 Pollution Control and Prevention
This course focuses on the rapidly developing new technology for the
control of pollutants. It therefore provides very detailed discussion on
such topics as source and emission controls. The course will draw
attention to the following subjects: particulate and gas controls for
stationary and mobile sources of air quality, and water treatment. The
only effective way to prevent air pollution is to prevent the release
of pollutants at the source. This course will outline modifications on
combustion and the technology for the treatment of industrial exhaust
gases before they are released into the atmosphere will also be
addressed. Pre-requisites: ENVS 301 and ENVS 303
ENVS 413 Field Study
In this course students will be required to plan, complete and report
on actual environmental projects. Environmental projects may be
drawn from the following examples: the pollution of beaches, parks
and other recreational facilities in New York City and surrounding
areas, illegal dump sites, the stock piles, and abandoned sites
in New York City; the level of compliance of small businesses in
central Brooklyn with federal, state, and local environmental and
occupational laws; the effectiveness of New York City Department
of Environmental Protection (DEP) in poor neighborhoods; pollution
and contamination linked to businesses operation in central Brooklyn,
and finally the compliance of area residents with new recycling laws.
Students will be taught how to design and implement projects and
how to prepare environmental reports. Three to four students will be
assigned to each environmental project. Pre-requisites: ENVS 302
and ENVS 400
PHS 101 Introduction to Physical Sciences
This course is designed to study the basic laws that govern the
universe and how these laws are revealed to us. The topics covered
include motion, atoms energy, forces, the interaction of atoms, the
physical properties of substances, and the study of objects in the
universe. Laboratory exercises are an integral part. Lectures are
supplemented by demonstrations and hands-on experiments. Visits
to scientific museums and centers are required. Pre-requisites:
Completion Math and Language Basic Skills
PHS 201 Research Methods and Laboratory Instrumentation
This course is an introduction to the nature of scientific investigation
and the skills needed to develop a research problem. Topics include
the scientific process, research design, library and computer
resources for literature review, analysis and presentation of data, use
of computer for communications and data analysis, and the theory,
design and operation of laboratory instrumentation. Co-requisites:
CS 241 or CHM 201 or PHY 211
PHS 203 Atmospheric Science (Meteorology)
This course is an introduction to the principles and phenomena of the
atmosphere, weather and climate. Topics include clouds, sky color,
greenhouse effect, precipitation, storms, hurricanes, storm tracks,
climates and the Ice Ages, weather analysis and forecasting. Prerequisites: PHY 212 and CHM 201
PHS 205 Ocean Science (Oceanography)
Course Description: This course is an introduction to the basic
concepts of the hydrosphere. Topics include: bathymetric features,
origin of the hydrosphere, sea-level changes, wave formation,
temperature, salinity, and density of the ocean, and principles
governing atmosphere-coast-ocean interactions. Pre-requisites: PHY
212 and CHM 201/Pre/Co-requisite: MTH 202
PHS 221 Introduction to Telecommunications
This course is an introduction to the essentials of the transmission
of information. Topics include historical development, basics of
data transmission, audio, structural and pictorial information; use of
computers in transmission, coding and decoding; technical aspects
of cable, telephone, radio, television, satellite and fiber optics,
storage and retrieval of data; computer networks, synchronous and
asynchronous transmission, modems and interfaces, analog and
digital switching. Pre-requisites: PHY 114 or CS 151
PHS 301 Special Topics in Climate and Planets
This course examines topics of current interest in the field of
atmospheric science and planetary sciences, which are not covered
in the regular curriculum. Topics vary from semester to semester, and
reflect the interest of students and faculty. The course description
may be obtained in the department office prior to registration. Issues
examined may include storms and storm tracking, cloud structures,
planetary atmospheres, meteorology, fluid dynamics and turbulence,
atmospheric environmental changes. Pre-requisites: PHY 212 and
CHM 202
PHS 306 Hydrology
This course emphasizes the interaction of various processes in
the hydrologic cycle. Topics include precipitation, stream flow,
evaporation, run-off, the occurrence of ground water, concepts
of ground water flow, equations for ground water flow and an
introduction to modeling ground water systems. Pre-requisite: PHY
212
PHS 331 Special Topics in Telecommunications
This course covers contemporary topics in telecommunications to be
offered according to the interest of faculty members and students.
The course description may be obtained in the Department office
prior to registration. Independent study and seminars are required.
Students are also required to submit a paper on an approved topic.
PHS 401/402/403 Independent Research I, II, III
3 credits each; 10 class hours each
Students are engaged in a minimum of nine (9) hours of conference
and independent research per week. Library and computer or
laboratory investigation of a problem in the Physical Sciences,
Computer Science or Environmental Sciences, which is selected by
the Department and pursued under the guidance of a faculty mentor
in the Department. Students will present research (oral and/or poster
presentations) at Department, CUNY-Wide or national seminars; in
addition students will submit a written report of the research carried
out. Only three of these credits may be applied to the Bachelors
degree. Pre-requisites: Completion of 48 credits towards degree,
and completion of courses appropriate to the research project as
determined by the faculty mentor and permission of chairperson
PHY 114 Basic Physics
This is a one semester survey course covering the fundamentals
of Physics. Emphasis will be placed on the basic concepts and
meaning of physical laws. Topics include force, vectors, velocity and
acceleration, Newton’s laws of motion, gravitation, work and energy,
thermal energy, electrostatics, electric current, magnetism, atomic
structure of matter, and wave phenomena. Co-requisite: MTH 151
PHY/PHYL 205 Introduction to Physics I
This is the introductory course in physics designed for students
majoring in the biological sciences. The course includes the basic
laws of mechanics, energy and momentum conservation, and
thermal properties of matter. Pre-requisites: MTH 151 and PHY 114/
Co-requisite: PHYL 205
PHY/PHYL 206 Introduction to Physics II
This is the continuation of the introductory course in physics
designed for students majoring in the biological sciences. Topics
include properties and propagation of sound, wave motion, light
and fundamental concepts of electrical phenomena, electrostatics,
electric circuits, electromagnetism, and a.c. circuits. Pre-requisite:
PHY 205/Co-requisite: PHYL 206
PHY/PHYL/PHYW 211 University Physics I
This course is the first part of the four semester calculus physics
sequence. Topics include vectors, kinematics and dynamics of
particles, work, energy conservation, linear and angular momentum
conservation, rotational kinematics and dynamics, harmonic motion
and fluid statics and dynamics. Pre-requisite: PHY 114/Co-requisite:
MTH 202/Pre/Co-requisite: PHYL 211 and PHYW 211
PHY/PHYL/PHYW 212 University Physics II
This course is the second part of the four semester calculus physics
sequence. Topics include gravitation, special relativity, heat, laws
of thermodynamics, kinetic theory, entropy, plane and spherical
waves, sound, geometric optics, light, interference, diffraction and
polarization. Pre-requisite: PHY 211/Co-requisite: MTH 203/Pre/Corequisite: PHYL 212 and PHYW 212
PHY/PHYL/PHYW 213 University Physics III
This course is the third part of the four semester calculus physics
sequence. Topics include electrostatics, electric potential and fields,
Gauss’s law, dielectrics, current, moving charge, magnetic fields,
circuits, fields in matter, Maxwell’s equations, electromagnetic waves
and spectrum. Pre-requisite: PHY 211/Co-requisite: MTH 203/Pre/
Co-requisite: PHYL 213 and PHYW 213
PHY 355 Gravitation and Cosmology
3 credits; 3 class hours; 1 recitation hour
This course is a comprehensive study of classical dynamics of
particles and systems. Topics include Newtonian mechanics of
single particle, oscillations, nonlinear oscillations, gravitation, motion
of moon and planets, Ergodic theorem, Kepler and elliptic motion,
Euler’s equation, Hamilton’s principle, Lagrangian mechanics,
Hamiltonian mechanics, central force motion, dynamics of a system
of particles, motion in a noninerial reference system, rigid bodies,
coupled oscillations, continuous systems and waves, special relativity
theory. Pre-requisites: PHY 351 or PHY 315 or MTH 324 or MTH
358
PHY 303 Modern Physics
This course is the final part of the four semester calculus physics
sequence. Topics include special and general relativity, photoelectric
effect, black-body radiation, quantum effects, Bohr atom model,
quantum theory, many electron atom, X-rays, atomic spectra, nuclear
structure, and nuclear reactions. Pre-requisites: PHY 212 and PHY
213/Co-requisite: MTH 204
PHY/PHYL 309 Electronics
This course is an introduction to analog and digital electronics for
students of the natural sciences with emphasis on modern electronic
instrumentation. Experiments include use of function generators,
power supplies, operational amplifiers, transducers, programmable
analog switching, solid state amplifiers and switches, logic gates,
flip-flops, latches, registers, counters, digital devices and signals,
introduction to microcomputers, interfacing, microprocessors, and
signal processing and noise reduction techniques. Pre-requisite:
PHY 212/Pre/Co-requisite: PHYL 309
PHY 315 Introduction to Astrophysics
This course is an introduction to modern astrophysical problems with
an emphasis on the physical concepts involved: radio, optical and
x-ray astronomy; the solar system; stellar structure and evolution;
white dwarfs, pulsars and black holes; galactic structure and
evolution, quasars; gravitation and cosmology. Pre-requisite: PHY
303
PHY 351 Electromagnetic Theory
This course is a comprehensive study of electromagnetism. Topics
include electric field and potential, Gauss’ law, electrostatic potential
energy, Laplace’s equation, boundary value methods, electric dipole
and multipoles, electric fields in matter, dielectric theory, magnetic
field and potential, Ampere’s law, Faraday’s law, inductance, electric
fields from time-varying magnetic fields, magnetic fields in matter,
Maxwell’s equations, Poynting’s theorem, wave equation for vector
and scalar potentials, plane wave propagation, wave guides and
radiation. Pre-requisites: PHY 212, PHY 213 and MTH 204/Pre/Corequisite: MTH 202
School of
Professional
and Community
Development
School of Professional and Community
Development
Dean
Simone Rodriguez-Dorestant
718 804-8805 office
718 804-8834 fax
[email protected]
Office:
1534 Bedford Avenue
Crown Heights Beacon @ PS 138 - 760 Prospect Place
(718) 953-0857
[email protected]
Administrative Assistant: Joy Woolley
718 804-8805 office
718 804-8834 fax
[email protected]
OASIS Beacon @ IS 323 - 210 Chester Street
(347) 770-8672
[email protected]
MISSION
The Mission of the School of Professional and Community
Development (SPCD) is to support life long learning and provide
caring environments to enrich the academic, social and professional
development of youth and adults. We provide opportunities for
community residents to improve the skills needed for new career
opportunities, to enhance the skills that lead to promotional
opportunities, to improve their basic skills in preparation for higher
education and to explore cultural and artistic workshops that enhance
one’s personal development. SPCD responds to the needs of the
community through four divisions: Academy for Youth, Academy for
Career Pathways, Adult and Continuing Education and Research and
Advocacy Centers.
ACADEMY FOR YOUTH
The Academy for Youth is a coalition of youth programs designed
to enrich the academic, physical, social and cultural development
of students in grades K-12. The Academy offers services after
school, Monday–Friday and on Saturdays. All students have an
opportunity to participate in sports or cultural activities, educational
remediation or enrichment classes, and leadership workshops or
discussion groups. In addition to the regularly scheduled activities, all
students are encouraged to participate in community service, service
learning, or internships activities. The experiences of students are
enriched through trips to educational and cultural institutions in the
city. Periodic showcases and demonstrations are scheduled to give
students an opportunity to demonstrate the skills that they have
learned to their families, their school community, and the general
community.
Beacon Community Centers
The Academy for Youth administers four school-based Beacon
Community Centers: Crown Heights Beacon at PS 138, the Flatbush
Beacon at MS2, the Oasis Beacon at IS 323, and the Progressive
Youth Empowerment Beacon at PS 181. Activities include homework
help, academic enrichment, community service projects, and
recreation and cultural activities such as dance, chorus, art, band,
double dutch, stepping, martial arts, photography, and basketball.
They also offer free high school equivalency (GED) classes for
community residents. In addition students receive vocational and
college counseling, financial aid counseling, and scholarship
information. Serving Grades 1-12.
200
Flatbush Beacon @ MS 2 - 655 Parkside Avenue
(718) 462-6992 x23021 [email protected]
PYE Beacon @ PS 181 - 1023 New York Avenue
(718) 703-3633
[email protected]
Educational Talent Search Program (ETS)
Educational Talent Search Program (ETSP) was developed through
the Higher Education Act of 1965. The mission of Talent Search is to
identify and encourage eligible youth, in grades six through twelve
and out-of-school youth up to the age of 27, to finish high school
and to enroll in post-secondary education. Services include small
group tutoring, academic and personal counseling, college campus
tours, test taking, time management skills training and counseling,
workplace tours and job shadowing opportunities. Serving Grades
6-12. Location: 1534 Bedford Avenue, Brooklyn, NY 11216. Tel:
(718) 804-8806, email: [email protected]
Expanded Success Initiative (ESI)
The Expanded Success Initiative (ESI) uses new ideas and creative
solutions to tackle the educational achievement gap and increase the
number of Black and Latino young men who graduate high school
prepared to succeed in college and careers. ESI is an educational
component of the Office of the Mayor’s Young Men’s Initiative
(YMI). YMI is the nation’s most comprehensive effort to tackle the
broad disparities slowing the advancement of Black and Latino
young men. As part of that comprehensive effort, ESI will invest
and conduct research in 40 public high schools that have shown
promise in reversing this trend; develop and launch new high schools
specifically designed to fully prepare Black and Latino young men
for success in college and careers; and scale up college advising
training city-wide with the goal of reaching all high schools over
the next two years. Serving Grades 9-12. Location: 1534 Bedford
Avenue, Brooklyn, NY 11216 Tel: (718) 804-8805, email: SPCD@
mec.cuny.edu
Liberty Partnerships Program (LPP)
The Liberty Partnerships Program (LPP) was established in 1988 to
ensure that students in grades 5-12 achieve academic and personal
excellence, graduate from high school and enter post-secondary
education or the workforce as highly competent young adults. The
program provides supportive interventions for these students, such
as skills assessment; tutoring; academic, family, and personal
counseling; regents prep, SAT prep and other enrichment activities.
This program is funded by the NYS Education Department. Serving
Grades 5-12. Location: 1534 Bedford Avenue, Brooklyn, NY 11216
Tel: (718) 804-8856 email: [email protected]
School of Professional & Community Development
Prep for Success
Prep for Success implements the Out of School Time (OST) High
School Transition Program funded by the NYC Department of Youth
and Community Development. The purpose of the program is to
help youth adjust to the demands of high school and gain on-time
promotion to Grade 10. The afterschool program provides support
services to the entire 9th grade cohort of selected schools. The
program is designed to engage students and help them achieve
their goals by addressing in a timely manner any educational,
personal and social challenges that may arise. It addresses the
developmental needs of adolescents and assists youth with building
skills that are critical to their success in high school, college, the
labor market, and life. Serving Grade 9. Location: 1534 Bedford
Avenue, Brooklyn, NY 11216 Tel: (718) 804-8828
Science Technology Entry Program (STEP)
The mission of the Science and Technology Entry Program
is to prepare historically under-represented or economically
disadvantaged secondary school students (grades 7-12) for entry
into postsecondary degree programs in scientific, technical, and
health-related fields, and the licensed professions. The program
emphasizes educational enrichment class work related to careers
in the targeted fields. Some courses include robotics, hydroponics,
physics, SAT prep, regents prep, etc. Additional activities include
academic advisement and counseling to apprise students of the
opportunities and prerequisites for the pursuit of their career goals.
Serving Grades 7-12. Location: 1534 Bedford Avenue, Brooklyn, NY
11216, Tel: (718) 804-8830/31, email: [email protected]
Summer Youth Employment Program (SYEP)
The Summer Youth Employment Program is sponsored by the
New York City Department of Youth and Community Development.
Through a lottery selection process, New York City youth between
the ages of 16 and 24 are provided with seven weeks of summer
employment and educational experiences that build on their
individual strengths and introduce them to the world of work. Serving
Ages 16-24. Location: 1534 Bedford Avenue, Brooklyn, NY 11216,
Tel: (718) 804-8860, email: [email protected]
The After School Corporation (TASC) at PS 181
Based at PS 181, the TASC after school program features individual
homework assistance to youth. Additionally, the program offers
athletic and art components which improve the academic skills
and confidence of its participants. The program increases youth
awareness of the importance of post secondary education, provides
a strong foundation for academic success, and fosters a positive
attitude toward school. The program also seeks to reduce violence by
involving students in positive activities within a safe environment and
by encouraging parental involvement. The TASC program operates
Monday through Friday from 3:00 p.m. - 6:00 p.m. Serving Grades
K-8. Location: 1023 New York Avenue, Brooklyn, NY 11226 Tel:
Upward Bound Program
The Upward Bound Program is funded by the US Department of
Education. It provides fundamental support to students in their
preparation for college entrance. The program serves high school
students from low-income families, high school students from families
in which neither parent holds a baccalaureate degree, and lowincome first-generation military veterans who are preparing to enter
postsecondary education. Serving Grades 9-12. Location: 1534
Bedford Avenue, Brooklyn, NY 11216 Tel: (718) 804-8869, email:
[email protected]
The Young Adult Borough Center/Learning to Work Center
The Young Adult Borough Center/Learning to Work Center (YABC)
is part of the NYC Department of Education’s commitment to
provide multiple pathways to graduation for overage and undercredited students, ages 17½ -21 yrs. The Learning-to-Work
program assists students in overcoming some of the obstacles that
impede their progress toward a high school diploma and assists
them with pursuing post-secondary employment and/or education.
The program provides enhanced academic support and youth
development support services, meaningful career and educational
exploration experiences, work preparation and skill development,
and internships. After students complete all required course work and
achieve required scores on the regents examinations, they receive
a diploma from their sending school. Serving ages 17½-21 yrs.
Location: 400 Pennsylvania Avenue, Brooklyn, NY 11207 Tel: (718)
566-7156, email: [email protected]
ACADEMY FOR CAREER PATHWAYS
The Academy for Career Pathways assists displaced, untrained, or
under-trained workers and community residents to re-enter the job
market or obtain a college degree. The Academy works closely with
businesses to ensure that the training provided meets workforce
standards and trainees are prepared to be exceptional employees.
Bridge to Education, Training and Advancement (BETA)
BETA Academy (Bridge to Education, Training and Advancement) is
an innovative educational and workforce development partnership
between Medgar Evers College and the Department of Youth and
Community Development (DYCD). It was established to help out-ofschool youth between the ages of 16-21 prepare for the workforce
by providing occupational skills training in Graphic Design, academic
support in preparation for the General Equivalency Diploma (GED)
exam, and paid internship opportunities. Students also receive
assistance with completing college admissions and financial aid
applications and preparation for the CUNY Skills exam. Students are
also provided with the opportunity to participate in the Summer Youth
Employment Program (SYEP). All services are provided to students
at no cost. Serving Grades 16-21. Location: 1534 Beford Avenue,
Brooklyn, NY 11216 Tel: (718) 804-8841, email: betaacademy@
mec.cuny.edu
The College Opportunity to Prepare for Employment Program
(COPE)
The College Opportunity to Prepare for Employment Program is
designed to assist anyone who is a current or former CUNY student
or applicant, and is receiving or applying for public assistance cash
benefits (Temporary Assistance to Needy Families, Safety Net,
Single Assistance); anyone who receives Food Stamps; anyone who
is a non-custodial parent, or anyone who is a non-matriculated CUNY
student pursuing a vocationally oriented associate degree. Location:
1534 Beford Avenue, Brooklyn, NY 11216 Tel: (718) 804-8876,
email: [email protected]
POISED for Success
POISED for Success (Perfect Opportunity for Individual Skills and
Educational Development) is an exciting program sponsored by the
NYC Human Resources Administration (HRA) and the City University
of New York (CUNY). It is a program created specifically for women
who are recipients of family assistance benefits, are between 3 and 6
months pregnant, or have a child under three years old. GED and job
training skills are provided. Location: 1150 Carroll Street, Brooklyn,
NY 11225 Tel: (718) 270-6466, email: [email protected]
ADULT AND CONTINUING EDUCATION
Adult and Continuing Education (ACE) at Medgar Evers College has
been providing professional and personal development services to
the Brooklyn community for more than thirty years. ACE’s four major
areas of focus include: Non-credit certificate programs, courses
and workshops in areas such as Healthcare, Business & Nonprofit,
Computer Technology & New Media, Learn to Swim, Education,
Personal Development, and Distance Learning; Customized training
and staff development workshops offered onsite and on demand
for businesses, unions, non-profits and other organizations; Grantfunded services including ESL, Literacy, GED and Peer Mentoring;
and CUNY Start. For more information visit www.mec.cuny.edu/ACE.
Serving all ages. Location: 1534 Bedford Avenue, Brooklyn, NY
11216 Tel: (718) 804-8850, email: [email protected]
CUNY Start
CUNY Start is a low-cost ($75), semester-long program for CUNY
students who may be required to take development courses in at
least writing and math. The program provides 25 hours of intensive
instruction in writing, reading, math and academic advisement.
CUNY Start is a proven program that helps students reduce or
eliminate remedial needs and begin their college-level courses
sooner and stronger than before. CUNY Start is ideal for CUNYbound students whose reading, writing, and/or math scores on the
CUNY Assessment Tests indicate a need to develop their skills.
CUNY Start students pay only $75 for the entire semester, save their
limited financial aid dollars for college credit classes and have full
access to campus resources – academic and career counseling,
libraries, and athletic facilities. For more information visit www.cuny.
edu/cunystart. Location: 1650 Bedford Avenue, B-2032Z, Brooklyn,
RESEARCH AND ADVOCACY CENTERS
CUNY Citizenship Now! at Medgar Evers College
The Immigration Center under the auspices of the CUNY
Citizenship NOW! project at Medgar Evers College (CUNY) offers
free legal immigration services to the immigrant community. In
addition, the Center provides assistance to the community with
Naturalization; Relative Petitions; Adjustment of Status; Consular
Processing; Certificates of Citizenship; Replacement of Lost/
Damaged Immigration Documents; and Diversity Lottery entries. The
Center also offers consultations on all immigration related issues,
information and referrals, free pictures for applications, and Bilingual
services (Spanish). The Center has been fully operational under the
leadership of the CUNY CITIZENSHIP NOW! project since November
of 2009. Citizenship Now! operates six other Centers within CUNY
campuses. The leadership team is headed by the Director, Professor
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Allan Wernick and Deputy Director, James McGovern the Center
staff consists of an attorney, one senior paralegal, one administrative
assistant, and the Director of the Immigration Center, Ms. Vera
Weekes, who is a senior paralegal and BIA (Board of Immigration
Appeals) Accredited Representative. Location: 1150 Carroll
Street, Rm. 226, Brooklyn, NY 11225 Tel: 718 270-6292, e-mail:
[email protected]; [email protected].
Caribbean Research Center
The Caribbean Research Center (CRC), through its unique
program of research and publications provides a multidisciplinary
understanding of the New York social environment; the diverse
social, cultural and economic characteristics of the CaribbeanAmerican community; and a comparative analysis of the immigration
experience of this community in the context of the wider Caribbean
Diasporas in the Americas and Europe. It offers a scholarly
perspective on the challenges and successes of Caribbean
immigrants and their impact on the Diaspora environments in which
they live as well as the Caribbean region as a whole. Location: 1150
Carroll Street - Rm. 311, Brooklyn, NY 11225 Tel: (718) 270-6218,
email: [email protected]
The mission of the Center for Black Literature (CBL) is to expand,
broaden, and enrich the public’s knowledge and aesthetic
appreciation of the value of black literature (through programs that
build an audience for the reading, discussion, and critical analysis
of contemporary black literature and that serve as a forum for the
research and study of black literature). The Center convenes and
supports various literary programs and events such as author
signings, writing workshops, panel discussions, conferences, and
symposia. Location: 1534 Bedford Avenue, Brooklyn, NY 11216 Tel:
Center for Law and Social Justice
The mission of the Center for Law and Social Justice is to provide
quality, expert legal advocacy, training and services on racial justice
issues. The Center for Law and Social Justice accomplishes this
mandate by conducting research and providing advocacy, community
education and litigation on issues such as voting rights, inequalities
in public education, and immigration on behalf of community
organizations and other civil society groups promoting human, civil
and international rights. Location: 1534 Bedford Avenue, Brooklyn,
Medgar Evers College at East New York
For more than 20 years, Medgar Evers College East New York
Campus Satellite has offered academic classes toward associate and
baccalaureate degrees for students 18 years of age and older. The
East New York Campus Satellite is located at 800 Van Siclen Avenue
Brooklyn, NY 11207 (inside George Gershwin PS/IS 166.)The
Medgar Evers East New York site offers classes in the evening and
on the weekend and is part of Medgar Evers College’s main campus.
Location: 800 Van Siclen Avenue, Brooklyn, NY 11207 Tel: (718)
270-5087/88, email: [email protected]
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.
Student
Services
Student Services
Vice President:
Evelyn Castro
718 270-6174 office
718 270-6198 fax
[email protected]
Office:
1637 Bedford Avenue
Suite S-306
Differently-Abled Services
Anthony Phifer
718 270-5027 office
718 270-5003 fax
[email protected]
1650 Bedford Avenue, B-1024
Dean of Student Affairs: Dereck Skeete
718 270-6447 office
718 270-6189 fax
[email protected]
Office:
1637 Bedford Avenue
Suite S-306
Ella Baker Child Development Center
Janet McIntosh
718 270-6183 office
718 270-6242 fax
[email protected]
1150 Carroll Street, Suite C-103
Executive Director:
Peter Holoman
718 270-6051 office
718 270-6189 fax
[email protected]
1637 Bedord Avenue
Assistant to the
Vice President:
Janel Dowling
718 270-5116 office
718 270-6189 fax
[email protected]
1637 Bedford Avenue
Departments and Directors
Athletics
Renee Bostic
718 270-6071 office
718.270.8204 fax
[email protected]
1150 Carroll Street, Suite CP-21
Deborah Young
718 270-6059 office
718 270-6198 fax
[email protected]
1637 Bedford Avenue, Suite S-302
Vacant
718 270-5155 office
718 270-8249 fax
[email protected]
1150 Carroll Street, Suite B-1005
Counseling Services
JoAnn Joyner-Graham
718 270-4832 office
718 270-5123 fax
[email protected]
1650 Bedford Avenue, B-1024
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Health Services
Kathy Phillips-Harding
718 270-6075 office
718 270-6241 fax
Male Development Center
Vacant
718 270-6405 office
718 270-6198 fax
1150 Carroll Street, Suite M-8
Student Life and Development
Larry Martin
718 270-6050 office
718 270-6198 fax
[email protected]
Student Government Association
Student President
718 270-6240 office
718 270-6198 fax
MISSION
In support of the Medgar Evers College vision, the MEC Division
of Student Affairs supports the academic success of all Medgar
Evers College students, fosters their intellectual, personal, social
and professional development in preparation for the entirety of their
lives, and contributes to enhancing the quality of the campus life,
the educational environment, and their relationship with the broader
community through a variety of programs, activities, opportunities
and services that promote student learning and development both
inside and outside the classroom. Classroom is defined as any
venue without walls where one becomes engaged in one’s own
environment.
Department of Student Services
Athletics
The Intercollegiate and Intramurals Program coordinated a variety
of athletics activities. Medgar Evers College is a Division III NCAA
institution that holds membership in the following conferences: the
City University of New York Athletic Conference (CUNYAC), the
Hudson Valley Women’s Athletic Conference (HVWAC), and the
Eastern Collegiate Athletic Conference (ECAC). Presently the college
sponsors 14varsity sports, ( men’s & women’s basketball, cross
country, indoor & outdoor track & field, soccer, volleyball, women’s
tennis, and coed cheerleading) and three club sports (bowling, net
ball, and swimming).
The focus of the intramurals sports is “to promote leisure-time
activities, informal instruction and sports competitions for the general
student body.” Activities which have been initiated in response
to student interest include aerobics, aquatics, volleyball, soccer,
basketball, and etc.
In order to be eligible to compete in intercollegiate athletics you must
meet the following:
•
Enrolled in a full-time program of undergraduate studies
(12 credits), in good academic standing and maintain
satisfactory progress toward a baccalaureate or an
equivalent four-year degree.
•
Cumulative grade point average of 2.0/4.0
•
Pass all required CUNY assessment test; i.e. has
completed all remediation coursework/ test with passing
marks.
•
Completed more than ten full-time semesters (this includes
semesters from other institutions as well as semesters
where full-time enrollment was intended).
•
Competed in no more than four years in the given sport.
•
If a student-athlete is enrolled in a two year degree program
or its equivalent at Medgar Evers College, that studentathlete was admitted to Medgar Evers College under the
same standards as a four-year degree seeking students
are admitted and the two year degree program is not
considered a terminal program.
Information concerning variety and intramural activities is available
in the Department of Athletics, which is located in Room CP-21 of
the Carroll Street Building. The department can reached on the
telephones at 718-270-6072.
The mission of the Career Management Services Center is to
prepare and develop students, through co-curricular programming, to
obtain career and other professional opportunities.
Career Management Services Center activities assist, empower, and
encourage students with:
•
developing the professional skills necessary to compete in the
world of work,
•
being proactive with managing their career planning and
development,
•
making smooth transitions: from student to professional or when
making a career change, and,
•
the practice of life-long learning.
To accomplish this mission, the Career Center utilizes in-person,
as well as, online technology to engage and assist students. From
mock interviews and executive guest speakers, to internship
recruitment, and assistance with obtaining professional attire, the
Career Center provides a multitude of resources that address
students’ career needs.
The Career Preparatory Plan
The Career Preparatory Plan is the Career Center’s signature
workshop intended to assist students with managing their
professional progression while completing their college education.
The Plan is a check list of co-curricular and career activities that
students should engage in, in order to be ready for the world of work
once they reach graduation.
Other Services include:
·
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·
·
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Self-Assessment/Career Exploration
Career Coaching
Mock Interviews
Industry exposure
Resume review and approval
Internship/Job search assistance
Recruitment opportunities
Graduate School awareness
The Career Management Services Center is located in the School
of Business and Student Services building at 1637 Bedford Avenue,
Room S-302. The office phone number is 718 270-6055.
Founded in 1982, the Center for Women’s Development (CWD)
supports the self-actualization of students by providing specialized
resources needed to assist Medgar Evers College female students
in their pursuit of higher education. The Center’s services and
programs promote the self-empowerment, self-awareness, and
respect of women while encouraging them to achieve academic
excellence as well as hone their leadership skills, through a collegial
environment conducive to teaching and learning.
Emerging from the Center are four womens formations: Upsilon
Theta Pi, an honor society; Sisters Having A Definite Excellent
Strategy (S.H.A.D.E.S.), a student organization; as well as Women
of Distinction and the Role Model Program which recognize students’
various contributions through community service. Each formation
through its respective methods promotes the Center’s mission
of providing direct services, support and programming to female
students by: offering specialized services that support personal
development and self-actualization; assisting students in addressing
issues affecting self-actualization and quality of life; actively
engaging the College, University, and Community in proactively
addressing issues faced by female students; and promoting
equal access to higher education through institutionalized support
including counseling, advocacy, referrals, and the development and
implementation of educational forums. Additionally, the Center
for Women’s Development fosters the publication of both printed
and audiovisual materials on women, families, and gender issues,
compiles resource information, and maintains a mini-library as well
as an extensive Resource Directory. Its services also encompass
sponsoring on-going individual and group counseling regarding
issues of self-esteem, stress, family violence, parenting, and other
quality-of-life issues for male and female students and community
residents. The Center for Women’s Development is located on the
1st floor of the Bedford Building in Room B1005. The telephone
number is 718 270-5127/5155 and the fax is 718 804-8249.
Counseling and Psychological Services
The counseling mission at Medgar Evers College, CUNY is to
motivate and assist students in their pursuit of higher education
objectives and personal development for self actualization.
Counseling is a collaborative process which involves the
development of a unique, confidential helping relationship. The
counselor acts as a facilitator in helping the client to understand
more accurately about him/herself and the world around them.
Mental Health Counselors provide individual and group counseling
in the psycho-social areas, such as self-esteem, domestic violence,
bereavement/grief, strengthening family relationships, anxiety and
depression. Burke and Stefflre (1995) stated that “counseling is
designed to help students to understand and clarify their views of
their life space and to learn to reach their self-determined goals
through meaningful, well-informed choices and through resolution of
problems of an emotional or interpersonal nature”.
The primary function of Counseling Services is to help students cope
with academic, career, and personal problems that may interfere with
their ability to achieve academic success and actualize their human
potential. The counseling philosophy at Medgar Evers College is “to
motivate and assist students in their pursuit of education, career, and
personal/social empowerment for lifelong self development.”
Counseling and Psychological Services facilitates workshops for
students, staff and faculty about issues around sexual assault,
psychological distress, campus violence, tobacco cessation, PTSD,
and other mental health issues. In addition, Counselors utilize their
skills to assist students and clients in achieving objectives through
the explorations of a problem and its ramifications, examination of
attitudes and feelings, consideration of alternative solutions and
decision-making.
The Ella Baker/Charles Romain Child Development Center was
established in October 1982 to provide child care services to the
children of students, staff and the College’s surrounding community.
Since 1984 when the State began to fund the child care centers of
The City University of New York, enrollment of the Children Centers
was limited to the children of the college students.
Medgar Evers College Child Development Center is located in the
Carroll Street Building, Room 100. The program consists of child
care for children from 2 to 5 years old and offers an after-school
program for children from 6 to 12 years old. The Center operates
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on a subsidized fee schedule which is based on public funding
eligibility. Due to limited space children are accepted on a first come,
first served basis. The Center operates on Monday - Friday from 8:00
a.m. until 10:00 p.m. and follows the College’s calendar with regard
to holidays and other College normal days of operation.
Health Services
The Office of Health Services (OHS) educates students to become
preventive health consumers in order to meet the health challenges
of today. We are diligent in our quest for quality health care by
seeking the best services our community based organizations offer.
Since “prevention is the key to good health or wellness,” the OHS
with other collaborations has instituted various preventive health
programs that will benefit students on campus such as college-wide
health fairs, referrals (medical/dental), and enrollment in NYC Health
Insurance Plans.
The OHS ensures that students are in compliance with immunization
regulations as stipulated by New York State Public Health Law
(PHL2165 (MMR), and NYS PHL2167 (Meningococcal Meningitis
information) and provides advocacy, education, materials, workshops
as well as related culturally competent preventive practices to
manage, enhance and improve their health to achieve optimal
academic and personal success.
New York State Public Health Law 2165 requires students born
after January 1, 1957 to submit documentation proving immunity
to Measles, Mumps and Rubella. The following constitutes proof of
immunity: two doses of Measles vaccine and one each of Mumps
and Rubella or blood test results showing immunity to each disease.
Students must comply in order to attend classes. Students also must
submit a Meningococcal Meningitis Immunization Form signed by
the student, or if under the age of eighteen, the student’s parent or
guardian, to the Office of Health Services within thirty days from the
beginning of the semester. This form acknowledges the mandatory
receipt of information regarding Meningococcal disease and
vaccination. Vaccination is not required. Students who fail to return
this form may not be allowed to attend classes.
The Office is responsible for processing immunizations and also
actively involved in health initiatives such as health expos, seminars,
and mammogram drives. Staff is engaged in timely health issues
including Hypertension, Obesity, Smoking Cessation, Substance
Abuse, Domestic Violence, HIV/AIDS, Nutrition, and LGBT Cultural
Competency.
The OHS contributes to the health care needs of our students and
is dedicated to treating them with respect, integrity and compassion.
First-aid treatment is provided as necessary. Care and counseling
are confidential. Medical records are kept in a secured location and
students’ files will only be released with written authorization.
Eligibility and Cost
The Student OHS is a facility available to all Medgar Evers College
students with a validated I.D. and the services are free.
The OHS provides CUNY sponsored immunization clinics which
assist students to comply with NYS Guidelines. Referrals for
immunizations and health care are offered as necessary, on an
individualized basis. Information may be faxed between medical
providers and the Health Service Office to document compliance with
immunization requirement.
Location and Hours of Operation
The OHS is located in the Student Service building at 1637 Bedford
Avenue; Room S-217. (718) 270-6075. The Office operates Monday,
Tuesday, and Thursday 9:00 a.m. to 5:00 p.m., Wednesdays until
7:00 p.m. and Fridays 9:00 a.m. to 3:00 p.m. and modifies schedule
according to the College’s calendar with regard to holidays and other
College normal days of operation.
Male Development and Empowerment Center
The Male Development and Empowerment Center (MDEC) provides
a holistic approach to male development by ensuring that males
students are immersed in a comprehensive array of curricular,
co-curricular, and extra-curricular programs; activities and services
to broaden their educational experience; facilitate an intensive
orientation to higher education and the world of work; and provide
them with an understanding of themselves and their place in history
by harnessing their potential to become role models and change
agents in their communities.
MDEC was formally established in 2001, as an outgrowth of the Dr.
Edison O. Jackson Single Fathers Scholarship Fund, which awards
students who are single custodial fathers and possess superior
academic records.
The mission of MDEC is to prepare young males to take their rightful
place in society by becoming productive members of their respective
communities. This is done by:
•
Guiding young men successfully through their primary and
secondary education experience into higher education and/
or the workforce.
•
Developing in young men an ardent desire for intellectual
growth and development in their pursuit of selfactualization.
•
Inculcating in young men fundamental values and traits of
good character.
•
Providing young men with an understanding and
appreciation of their place in history as well as their position
as role models in their respective communities.
•
Developing leadership skills and an entrepreneurial mindset that will allow them to become change agents in their
respective communities.
Office of Student Life and Development
The Office of Student Life and Development serves as a resource
center to all students and provides administrative leadership for
the planning and development of student activities and programs.
In addition, referrals are made to other related college services
that help students to clarify and fulfill their needs and objectives
and encourage students to contribute to a constructive campus
learning environment. Clubs, organizations and students who plan
activities are required to utilize the college services and resources
available through the Office of Student Life Development. This
Office coordinates student activities in collaboration with the Student
Government Association, clubs and organizations, fraternities and
sororities, the academic departments and other administrative units.
The Office of Student Life and Development serves as a general
point of contact for students and their families regarding student life
on campus and in the larger community. It is located in the Room
S-212 in the School of Business and Students Services building,
1637 Bedford Avenue and it can be reached at 718 270-6050.
Services for the Differently-Abled
Prospective students who are differently abled should plan a visit to
the campus to arrange for any special services they may require.
To plan a visit and to discuss services available please contact our
office for Services for the Differently Abled. Federal law prohibits
discrimination because of disabilities. Information is requested
voluntarily, kept confidential, and is used solely for the purpose of
furnishing counseling services and assistance. Dr. Sylvia Kinard,
Esq. is the College’s Affirmative Action Officer & ADA/504 compliance
officer under the guidelines of the Americans with Disabilities Act,
which prohibits discrimination on the basis of disability.
The Office of Services for the Differently-Abled provides a full range
of services to differently-abled students to enable them to meet their
long-range educational goals. Among these services are counseling,
priority registration, alternative testing, tutoring, adaptive equipment,
note-takers and readers. Workshops and seminars are also offered
by the Office to educate the College community about disabilities
and the needs of differently-abled students. For further information
please call Anthony Phifer.
Dr. Sylvia Kinard, Esq. is The College’s Affirmative Action Officer &
ADA/504 compliance officer under the guidelines of the Americans
with Disabilities Act, which prohibits discriminations on the basis of
disability. As the ADA/504 Compliance Officer, Dr. Kinard collaborates
with Mr. Phifer in order to ensure that the College remains in
compliance with the Americans with Disabilities Act.
Student Clubs
Approximately thirty student clubs and organizations are actively
engaged in various campus activities. Many of these clubs reflect the
integration of extra-curricular and class activities. Political, special
interest, and departmental organizations represent a variety of
purposes and interests.
Student organizations and the Student Government Association are
advised and assisted in the planning of their activities by the Director
of Student Life and Programs. These planned activities may be of
a social, cultural, or recreational nature and may take the form of
discussions, seminars, plays, dance performances, talent shows,
concerts, and sports events. To enable all student organizations to
schedule the activities as well as hold weekly meetings, the College
schedules Club Hours during the week. No classes are scheduled
during these periods, which are usually on: Mondays, Wednesdays,
Saturdays 12:00 Noon until 1:16 PM
Student Activities Policy Advisement
There are several University and College Policies that apply to
student organizations. Students should reference the following
sources: MEC Student Handbook, MEC, Student Activities Guide,
CUNY Policy on Sexual Harassment, MEC Faculty-Student
Disciplinary Policy & Procedures Handbook and the MEC Student
Government Association Constitution. Copies of these documents
are available in the Office of Student Life & Programs, Student
Government Association, and the Office of the Dean of Student
Affairs/Services.
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College
Resources
College Resources
Campus Facilities
The College campus is comprised of four buildings and two leased
facilities with over 580,000 square feet on 7.4 acres in the heart of
Brooklyn, a block from Prospect Park and the world class institutions
Brooklyn Botanical Gardens and Brooklyn Museum of Art. Easily
accessible by public transportation Subways 2, 3, 4 or 5 and buses
B43, 44 or 49, sits the three main buildings at the crossroads of
Crown Street and Bedford Avenue, also known as “Medgar Evers
Lane”: Bedford Building, Academic Building 1, and the School of
Business and Student Services. A block to the east is the historic
Carroll building.
Bedford Building (1650 Bedford Avenue): The main building, a threestory structure built in 1988, houses the School of Liberal Arts and
Education, Freshman Year Program, Differently-Abled services, the
500 seat Founders Auditorium, the Presidential Conference Center,
lecture hall, labs and the administrative offices of the President
and Provost. In addition, this facility provides classrooms, newly
renovated computer labs, teaching labs, counseling and a student
lounge. The Library has temporarily moved to the Carroll building
until summer of 2014 while the Bedford Library undergoes a multimillion dollar renovation. A new Welcome Center transforming the
face of the Bedford building will also be unveiled.
Academic Building 1 (1638 Bedford Avenue): This award winning
architectural jewel with its prismatic glass edifice, opened in 2010
celebrating the 40th anniversary of the college. This five-story
structure is home to the School of Science, Health and Technology
and features high-tech class rooms, seminar rooms, computer
labs, instructional labs as well as 36 research and instrument
modules for the physical and biological sciences, biology, nursing,
and mathematics. Ample seating areas are provided throughout
the building. The building also features offices for Admissions,
Information Technology Services (IT), and Public Safety. A glass
pavilion Skylight Café with a 246 seat dining hall; an art gallery, the
100 seat Edison O. Jackson Lecture Hall, all provide for making this
a building of destination.
School of Business and Student Services (1637 Bedford Building):
This three-story building opened in 2006 and is home to the School
of Business and offices for Student Affairs, Enrollment Management,
Registrar, Career Development, Financial Aid, Student Government,
Adafi, Health Services and Bursar. Additionally, it provides
classrooms, a newly renovated computer lab and the Mary Pickett
74-seat lecture hall.
Carroll (1150 Carroll Street): This historical building is a four-story
building originally built for the Brooklyn Preparatory School in 1906.
Medgar Evers College took over this building in 1972 and is now
home to the gymnasium, a newly renovated indoor pool, weight
room, game room, computer labs, teaching labs, class rooms, TV
and Radio studios. It also contains administrative offices and the
Child-Care Center. The Library is temporarily located here until its
newly renovated and expanded space is completed in summer of
2014.
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Portables (accessed through the Carroll building): Fourteen recently
renovated modular buildings contain classrooms, Athletic Department
offices and a Solar Training Lab.
Eastern Parkway (391 Eastern Parkway/1534 Bedford Avenue): This
space contains the administrative offices for School of Professional
and Continuing Education.
Campus Security and Public Safety Office
The Campus Public Safety Office is responsible for providing
physical security services to Medgar Evers College 24 hours a day
seven days a week. The 24 hour security operations number is (718)
270-6003. To ensure a safe and secure campus, photo identification
cards are required to gain access to campus facilities. Campus
Peace Officers have complete law enforcement authority and arrest
powers on campus and on all CUNY owned property. If minor
offenses involving City University of New York rules and regulations
are committed by a University student, the Campus Public Safety
Office may also refer the individual to the disciplinary division of
Student Affairs. Major offenses such as aggravated assault and
robbery that occur on campus are reported to the New York City
Police Department. Campus Public Safety personnel work closely
with local, state, and federal police agencies to provide a safe and
secure environment for the campus community. The prosecution
of all criminal offenses are undertaken by the Kings County District
Attorney’s Office.
The Annual Security and Fire Safety Report is published in
compliance with the Jeanne Clery Disclosure of Campus Security
Policy and Campus Crime Statistics Act (20 U.S.C. Section 1092(f)).
This report includes statistics for the previous three years concerning
reported crimes that occurred on-campus; in certain off-campus
buildings or property owned or used by MEC and on public property
within, or immediately adjacent to and accessible from the campus.
The report also includes institutional policies concerning campus
security, such as those concerning alcohol and other drug use,
crime prevention, the reporting of crimes, sexual assault, and other
matters. Annual fire safety information including the number of
fires and damage resulting from those fires are also included. The
complete report can be found at www.mec.cuny.edu. If you would
like to receive a hard copy of the Annual Security and Fire Safety
Report, you can make a personal and written requests can be made
at any campus security desks located at 1150 Carroll, email or phone
request at 718 270-6069.
Please feel free to contact us for any needs or concerns by email,
telephone or in person. We look forward to making your educational
experience a safe and pleasant one.
All criminal actions or other emergencies occurring on campus must
be reported immediately to Medgar Evers College Public Safety
personnel by telephone or in person. Reports of crimes may also
be made in writing. The 24 hour security operations number is 718
270-6003.
College Resources
Under the Jeanne Clery Disclosure of Campus Security Policy and
Campus Crime Statistics Act the college is required to disclose
certain timely and annual information about campus crime and
security policies, such as campus and hate crime statistics and the
college’s annual security report which can be found on the college’s
website at http://www.mec.cuny.edu/public_safety/. The Campus
Public Safety Office is open as indicated below:
Campus Public Safety Hours:
Monday - Sunday
24 hours per day
Office of Communications and External Relations
The Office of Communications and External Relations is concerned
with activities that contribute to the promotion and support of the
College through communications, partnerships, fundraising, alumni
affairs, government relations, and events management. The
Department functions and activities are designed to bring about:
Better collaboration to support the long term goals of MEC;
Administrative Office Hours:
Monday – Sunday
Monday - Tuesday Wednesday - Thursday Friday Saturday - Sunday to CC Vending at 800-761-0810 or Pepsi Cola Bottling at 718786-5888 and/or 914-699-2620. Any problems with the ice cream
machines should be directed to Gesco at 718.782-3232.
24 hours per day
10:00 a.m. to 7:15 p.m.
10:00 a.m. to 6:00 p.m.
9:00 a.m. to 12:00 noon
Office is closed
College ID card
College I.D. cards must be obtained from the Public Safety Office
within a reasonable time following first-time registration. This card
must be validated every semester and must be kept on the student’s
person while on campus.
Other Public Safety services include lost and found, supervision and
security of campus parking lots, special services to disabled students
and those requiring medical attention, and security escort service to
the campus parking lot.
College Bookstore
The College Bookstore is located at 1665 Bedford Avenue. Hours of
operation are:
Monday – Thursday
10:00 a.m. to 5:00 p.m.
Friday – Saturday
10:00 a.m. to 2:00 p.m.
Summer Hours: Closed on Saturday until August 17.
The College Bookstore carries textbooks and supplies needed for
courses offered at Medgar Evers College as well as children’s books,
best seller authors, and much, much more. You may reach the Store
Manager at 718 774-5040 or fax 718 735-0491 or email: bksmec@
bncollege.com
College Cafeteria
Medgar Evers College Cafe is located in the School of Science,
Health and Technology - AB1 and operates as follows:
Regular Hours: Monday – Friday 8:00 a.m. – 7:00 p.m.
Summer Hours: Monday – Friday 8:00 a.m. – 3:00 p.m. Closed
on Saturday. Cafe will follow the College’s Summer Schedule and it
will be closed on Friday.
The Cafe serves breakfast and lunch and provides a wide variety of
hot and cold foods, desserts, salads, fruit, and hot and cold drinks.
You may reach the Cafe at 718 270-6013.
Vending Machines
CC Vending provides soda, snacks, and ice cream vending machines
throughout the Carroll Street and both Bedford Buildings. Any
problems with the machines and/or refund request should be directed
Greater capacity from the external community, including donors,
community partners, government officials, and corporate
stakeholders; and
Greater ability to motivate local residents to achieve higher
levels of performance for themselves and for the College.
As such the core functions that are basic to the Department include:
Communications
Development
Alumni Relations
Events Management
Communications Department
The Communications Department includes the Offices of Public
Relations, Graphics Services, and Television and Radio.
The Office of Public Relations provides communications, public
relations, and marketing services for Medgar Evers College’s
academic and administrative units. The Office is responsible for
media relations and is the principal contact for all communication
between the College, and media representatives, as vested by the
Office of the President.
The Office is responsible for extending the institutional visibility and
image of the College. The Office also provides strategic marketing
and public relations planning as well as internal, executive, and
marketing communications for the College in accordance with need
and institutional priorities. The Office generates media coverage
by identifying opportunities in breaking news and by placing news
features, and other information supporting the mission of the College
in international, national, and local media outlets. It also manages
the placement of faculty experts in various media to discuss College
research, projects, or other newsworthy events. Additionally, it
works with the University’s Office of Communications & Marketing to
enhance the image of the College as a unit within The City University
of New York.
The Office of Graphics Services (OGS) is responsible for
producing visual communication, graphic design and layout services
for the College. OGS designs and lays out official college collateral
materials as well as materials for official College events. Additionally,
OGS also manages the college identity systems and provides and
circulates the College’s graphic standards manual. OGS work with
public relations writers and the web services team to develop and
produce the college’s advertising/brochures/animated presentations/
email blasts and other communication and marketing materials.
College Resources
The Office of Television and Radio (OTR) is located in the Carroll
Street Building on the second floor. Working in collaboration with the
Department of Mass Communications, Creative and Performing Arts
and Speech, and other academic departments, both studios offer
laboratory experiences for students to experiment with the creation,
management and distribution of diverse forms of creative content.
Office of Alumni Relations works closely with the Alumni Association
membership group. The Alumni Relations Office is committed
to keeping current and former members of the College in touch
with each other and with the College today. The Office of Alumni
Relations encourages support from all alumni to ensure that the
College remains in the forefront of education for generations to come.
The Office of Television and Radio specializes in bridging the gap
between theory and practical application by providing our students
with hands-on training in media/broadcasting production. The Radio
Station broadcasts daily on Brooklyn Cable Access Television (BCAT)
and once a week on WNYE 91.5FM. Students produce various
formats of radio programs and public service announcements which
are broadcast to the Tri-State area. The Television Studio affords
our students the opportunity to record, edit and broadcast original
programming ideas along with various campus activities. The facility
is a professional three camera production facility and has both analog
and digital image gathering capabilities. The Studio also has a
non-linear editing suite in which it has five Final Cut Pro editing bays.
Students are exposed to both traditional and experimental production
techniques and professional practices and encouraged to develop
and produce original television programs. The Studio broadcasts
over BCAT and WNYC-TV.
The Office of Government Relations was created to advance and
represent the interests of Medgar Evers College on the local, state
and federal levels of government. It is the responsibility of this office
to maintain and cultivate relationships with elected and appointed
public officials on all three tiers of government. The primary mission
of this office is to build strategic relationships or alliances with a wide
range of stakeholders within government and nongovernmental
sectors. The premise of this office is that communication is more
than an end- product and must, in fact, be a critical component of
the strategic process. It is the responsibility of this office to monitor
higher education issues and policies on the city, state, and federal
level in order to ensure that the College benefits from appropriate
legislation.
Using a workshop model, students are given the opportunity to learn
basic production techniques including scripting, lighting, shooting,
editing, producing and directing; as well as the technical operation
and understanding of all studio equipment including cameras and
audio equipment.
Development Department
The Office of Development partners with the Medgar Evers College
Educational Foundation, Inc. to serve as the lead fundraising unit for
the College. The Office of Development is responsible for garnering
sustained financial support and other resources from public, private,
community, alumni, and individual philanthropic sources to fulfill the
College mission. In the broadest sense, the purposes of College
Development are (1) to create awareness within the private sector
of the financial needs of Medgar Evers College which are not met
by state or federal support, and (2) to implement a plan by which
the financial needs can be met through private gift support. To fulfill
these purposes, it is the responsibility of the Office of Development
to institute an organized program for obtaining gift support from
alumni, friends, deans, faculty and staff, corporations, organizations,
and private foundations for both annual and long-term needs based
upon the College priorities as established by the President and his
executive leadership team. In addition, the Office of Development
partners with other offices within the Office of Communications
and External Relations to promote the image and communicates
the value and impact of the College mission to internal and external
constituencies in a manner that maximizes an understanding of the
College’s role in educating and elevating the lives of students, faculty,
staff, administrators, alumni and the community we serve throughout
New York and, in particular, Central Brooklyn.
Alumni Relations
The Office of Alumni Relations seeks to engage all MEC alumni in
a mutually beneficial, lifelong connection to each other, their school,
and community, and encourage alumni support and guidance to
advance MEC’s eminence for now and future generations. The
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Events Management
The Office of Events Management is responsible for the strategic
planning and coordination of all events at the College. The office
oversees the planning and coordination of a variety of events that
meet the College goals. Events Management works with College
units and executives, student groups, and outside organizations
to develop college-wide event concepts, strategies, plan detailed
programs, and orchestrate successful logistical arrangements to
enhance program success. The office coordinates with marketing,
communications, development, and public relations staff to develop
an effective event marketing plans.
Office of Information Technology (OIT)
OIT maintains computing facilities for the use of Medgar Evers
College students, faculty and staff and is responsible for campus
computing services and telecommunications.
Open Computer Labs are available for student and faculty use upon
presentation of a MEC user ID in the following central locations.
Bedford Open Computing Labs:
Monday-Friday 7am – Midnight, Saturday 8am – 11pm and
Sunday 12 noon to 8pm.
Bedford Building
Charles Inniss Memorial Library
School of Business – S Building
Academic Building 1
East New York – hours vary
Reserved Computing Labs
Academic Building 1 – contains 2 labs C05 and C07. Other
labs include the Department of Mathematics - Lab C12 and the
Department of Physical, Environmental and Chemistry Lab C09. For
usage and schedules check with individual departments.
Smart Classrooms
Smart classrooms are located in the Bedford Building, Academic
Building 1, and The School of Business – S Building. The
College Resources
Department of Instructional Media Services of the Charles
Evans Inniss Memorial Library provides roving media carts to
all other campus locations including Carroll Street. Distance
learning theatres are available in Academic Building 1 and the
Bedford building.
Wireless Access
Wireless access is available in all Medgar Evers locations.
Students, faculty and staff can log in using their Medgar Evers
ID to access campus email and college web applications.
Campus guests may use the wireless facilities to access the
internet.
Copy and Print Services
Copy and Print services are available to students in the Library
and in Computing Lab facilities. Copy services are available for
10 cents per page. For print services, students are granted a
300 page print allowance per semester.
Computers for Public Use
The Charles Evans Inniss Memorial Library provides guest pc
access to community members upon registration and access to
all CUNY students upon presentation of a CUNY ID.
Laptop Loans
The Charles Evans Inniss Memorial Library has a technology
loaner program to assist students who need access to mobile
devices for short-term use.
Student Email
By logging in to the Medgar Evers College student email system,
Office 365, you will receive information regarding registration,
financial aid, billing, deadlines, college announcements and
other important information.
CUNY Portal
The CUNY portal is the doorway to CUNYfirst services and
information: college websites, information about applying to CUNY,
registering for classes, check the status of your financial aid
applications, events, and campus information. The CUNY portal
makes it easier and faster to use these services:
In addition, with CUNY portal account you can access
Blackboard: where you can read posted course materials on
the web, take part in threaded discussions, and use other
collaborative
course management tools.
•
eSIMs: where you to pre-register, register, drop a course,
view financial aid information, pay your bills, review grades,
and more.
•
EduTrac: (also known as DegreeWorks) is the
computerized degree audit program to track your progress
toward graduation, as well as an academic advising tool.
•
eJournals: source of electronic databases.
•
ePermit : where you can apply to take courses at other
CUNY colleges.
•
CUNYAlert: sign up to receive emergency alerts and
notices of weather closings.
•
eMall: where you can shop for discounts on electronics,
and download software for student use.
To access CUNY portal, go to http://www.cuny.edu.
Institutional Research and Assessment (IRA)
Since its inception in January 1999, Institutional Research
& Assessment (originally named Institutional Assessment &
Accountability) is responsible for carrying out overall assessment and
research and providing information for improvement, planning and
decision-making at the college. These responsibilities are performed
by conducting institutional research and student assessment;
evaluating college programs; monitoring personnel efficiency;
disseminating information throughout the college, university and
state; and serving as a general institutional data warehouse. The
Office develops and produces various semester and annual reports
and publications, including the Medgar Evers College Snapshot,
the Medgar Evers College Fact-book and various informational
monographs.
The Office communicates with the CUNY Institutional Research and
Assessment Office to understand the computational aspects of the
University’s requirements for evaluative measures, as well as to
provide the College’s feedback. The Office participates in the College
performance management process to study institutional effectiveness
in meeting stated purposes, so the College can use the results to
improve college programs, services and facilities.
Another major responsibility of IRA is to create and administer
institutional level surveys at various points of the student experience,
and conduct college-wide assessment of student academic
preparedness and progress. The Office further works with an array
of academic departments to assess student performance and goals,
and prepare for departmental reviews. The Office seeks to study
institutional effectiveness in meeting stated purposes and use the
results to improve university programs, services, and facilities.
The office is charged with two primary functions:
1.
Institutional Assessment
2.
Institutional Research
Institutional Assessment
The Office is responsible for the creation and administration of
assessment surveys and the analyses and reporting of results.
This function includes the creation and administration of in-house
student surveys and the coordination of national and commercial
surveys. The Office collaborates closely with administrative offices,
academic departments and instructors in the design, administration
and collection of the surveys. Additionally, the Office provides all
levels of support to academic departments and administrative
offices for departmental level assessment, and produces the annual
departmental and program portraits and outcomes report as data
support for the annual reports.
Institutional Research
The Office serves to enhance the college’s capabilities in institutional
research and provide support in outcomes assessment and
departmental reviews. Specific responsibilities include preparing
student, faculty and course information for the college Fact Book
and Snapshots; producing and distributing departmental portraits
(also see assessment function); responding to internal and external
College Resources
information requests; preparing routine and ad hoc statistical and
narrative reports; processing student evaluation of teaching;
preparing staff and teaching load reports; and serving as liaison to
external constituencies. The Office works closely with the Central IRA
Office to ensure data integrity of the “official data” routinely collected
from various data sources and maintains a complex system of
student tracking files.
For the Fall 2013 academic year, the Charles Evans Inniss Memorial
Library has been relocated to the Carroll Street building as the library
space on Bedford avenue receives a multi-million dollar renovation,
making it the newest renewed space on campus and the most stateof-the-art library in CUNY. During construction, the Library will remain
open seven days a week. Please check, http://www.mec.cuny.edu/
library/ for semester hours and for construction updates.
The Library’s total print holdings include approximately 124,000
volumes and over 400 print periodicals covering all areas of the
curriculum. In addition, the Library subscribes to over 90 electronic
databases and provides access to more than 25,000 e-journals
and 50,000 ebooks. These holdings encompass all academic
disciplines and significant areas of advanced research in support of
the college curriculum and programs. Especially well represented
are materials pertaining to the humanities, health sciences,
business administration, education, and African American studies.
Our qualified librarians and staff members are available to assist
all library patrons, either individually or in groups, with searching,
locating, and accessing desired information. Student research efforts
are further enhanced by the Librarian faculty who provide Information
Literacy instruction classes and Reference assistance.
The Archives and Special Collections department houses the
Southern Africa Collection, which reflects the social, political, and
economic conditions in the countries of Southern Africa, and the
Dorothy Porter Collection of African American History and Literature.
A microform collection of 40,000 out-of-print books and periodicals
includes the Schomburg Collection for Research in African American
studies.
The Instructional Media Services unit houses more than 20,000 items
of non-print resources including audio and video cassettes, slides,
DVDs, and CDs, for instructional use. These services are available
for both students and faculty, and the staff is also involved with media
support in and outside of the classroom.
Media Services also manages the equipment needed for using these
resources. Kurzweil Readers and VTEK/SPECTRUM monitor/camera
systems that enlarge print sixty times the original size, for visuallyimpaired patrons are also maintained by this unit.
If needed materials cannot be found in the library, the Inter-Library
Loan (ILL) department handles various referrals, direct- borrowing,
and union-list services through several consortia networks.
This includes METRO, a consortium of libraries in the New York
metropolitan area which provide cooperative information-sharing.
The consortia also offers courtesy cards to gain admission to special
research and reference collections.
216
In addition, the Library is a member of a number of several
information networks that provide users with access to national and
international books and research for almost forty-seven million items
including local bibliographic data provided by CUNY libraries. The
Library also participates in the New York State Inter-Library Loan
System (NYSILL), the Academic Libraries of Brooklyn (ALB), the
New York Metropolitan Reference and Research Agency (METRO).
Online access is provided to national and international commercial
databases, many with full-text articles, others with abstracts only. For
a complete listing of these electronic holdings please see, http://www.
mec. cuny.edu/library/eresources.asp.
The Library also maintains an active program of outreach to the
College and the local community through various educational, social,
and cultural events, lectures, book signings, exhibitions and other
programming sponsored by or facilitated by the Library.
Medgar Evers College Community Council
A significant feature of the founding and subsequent development
of Medgar Evers College is the fact that its establishment was a
direct response to the demands of the residents of the community
in which it is located. From the beginning, there has been a close
affinity between the College and the Central Brooklyn community.
To strengthen that affinity and ensure the continuation of community
involvement with the College, community leaders were invited to
join the College administration in the establishment of a Community
Council that would serve in an advisory capacity.
Medgar Evers College Education Foundation, Inc.
The Medgar Evers College Educational Foundation, Inc. is a 501
(c) (3) not-for-profit corporation established to direct the fundraising
activities of the College. The Foundation is dedicated to providing
scholarships to deserving students who are encountering financial
difficulties to continue their pursuit of a higher education and to
enhancing the research and faculty development efforts of the
College.
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Student
Rights and
Responsibilities
Student Rights and Responsibility
Student Conduct
“The responsibility to secure and respect general conditions
conducive to the freedom to learn is shared by all members of the
academic community.”
Students attending the College are required to obey the laws of the
City, State, and Nation, and they are expected to set and observe a
proper standard of conduct both within and outside the College.
Policy on Academic Integrity
Academic dishonesty of any type, including cheating and plagiarism,
is unacceptable at Medgar Evers College. Cheating is any
misrepresentation in academic work. Plagiarism is the representation
of another person’s work, words, or ideas as your own. Students
should consult the Medgar Evers College Academic Dishonesty
Policy and Procedure Handbook for specific regulations and
procedures related to academic integrity. Academic dishonesty is
punishable by failure of the test, examination, term paper, or other
assignment on which cheating occurred. In addition, disciplinary
proceedings in cases of academic dishonesty may result in penalties
of admonition, warning, censure, disciplinary probation, restitution,
suspension, expulsion, complaint to civil authorities, or ejection.
For the full CUNY Policy on Academic Integrity, please see CUNY’s
website at www.cuny.edu/about/administration/offices/sa/policies/
AcademicIntegrityPolicywithoutmemo.pdf.
College I.D. Cards
College I.D. cards validated for the current semester must be carried
at all times and must be presented upon the request by any office.
All visitors and guests of students must obtain a pass from Campus
Security.
Representing the College
No student or student organization may be a self- appointed
representative of Medgar Evers College or any division thereof, nor
of The City University of New York.
Smoking Policy
In accordance with CUNY policy and effective Fall 2012, smoking is
prohibited inside all facilities or vehicles owned, leased, or operated
by Medgar Evers College. Smoking includes the inhaling, exhaling
and carrying of any lighted cigarettes, cigars, or pipes. There will be
no sale of cigarettes, cigars, or pipe tobacco at any facility, location
or vending machine owned, leased, or operated by Medgar Evers
College or its contractors. This policy applies to all tobacco and
tobacco products including chew tobacco and e-cigarettes.
To affect adherence, members of the Medgar Evers College
community must be willing to directly and politely inform those
unaware of the policy, and remind those who disregard it. If this
approach and effort is unsuccessful, the individual in viol ation of this
policy may be brought to the attention of the dean, director, senior
staff member or other person in charge for further discussion and
progressive counseling.
220
Alcohol Consumption and Illegal Drugs on Campus
Medgar Evers College is in compliance with the Drug-Free Schools
and Communities Act Amendments of 1989 (Public Law 101-226).
The New York State minimum drinking age (21 years) is observed at
all campus functions. Proof of age is required to consume alcoholic
beverages and no individual appearing to be under the influence of
alcohol will be served.
The unlawful possession, use or distribution of drugs is prohibited
on the campus. Violators will be subject to penalties ranging from
reprimand and warning for a first infraction, to separation from the
College for a subsequent offense.
Legal sanctions against students alleged to be in violation of Public
Law 101-226 will be determined according to Article 15 Section 3 of
the CUNY Board of Trustees By-Laws. Sanctions for members of
the instructional staff and non-instructional staff will be governed by
Article VII of the CUNY Board of Trustees By-Laws and Article XIV,
respectively. For the full Policy on Alcohol and Drugs, please see
CUNY’s website at http://www.cuny.edu/about/administration/offices/
ohrm/cohr/drug-alcohol2011.pdf
Students’ Rights
College regulations regarding student conduct and student
activities exist to preserve order within the College. These rules and
regulations are printed in this chapter to inform students of their
rights and responsibilities as members of the College community.
Students’ rights are not limited by what is enumerated in this bulletin.
The purpose of the information is to outline some basic principles
and guidelines applicable to students. Changing conditions can result
in additional rules and guidelines.
Equal Opportunity
Medgar Evers College does not discriminate on the basis of race,
color, religion, sex, national or ethnic origin, age, handicap, marital
status, or sexual orientation. Any student who is discriminated
against on the basis of any of these attributes will be afforded due
process in accordance with Section 15.3 of the Student Disciplinary
Procedures of the By-Laws of The City University of New York.
Rights of Students with Disabilities
Section 504 of the Rehabilitation Act of 1973, which applies to
employment and education, states that “no otherwise qualified
handicapped individual shall solely by reason of his (or her) handicap
be excluded from the participation in, be denied the benefits of, or be
subjected to discrimination under any program or activity receiving
Federal financial assistance.” In this context, handicap means any
physical or mental impairment that substantially limits such functions
as caring for one’s self, performing manual tasks, walking, seeing,
hearing, speaking, breathing, learning, and working. It also includes
such limitations resulting from a history of alcohol or drug addiction
and temporary disability because of pregnancy. Section 504 requires
that the college make reasonable modifications to achieve the
objective of accessibility for all disabled students. Regulations that
have the effect of limiting the participation of students with disabilities
Student Rights and Responsibilities
in the educational program, such as rules prohibiting the use of tape
recorders in the classroom, or dog guides in campus buildings, are
prohibited. The college must ensure that no student with a disability
is denied participation in a program because of the absence of
necessary auxiliary educational aids.
Students who feel that they have been discriminated against may
contact Mr. Anthony Phifer, Director of Services for the DifferentlyAbled at 718 270-5027.
Non-Attendance Because of Religious Beliefs
Title I, Article 5, Section 224-a of the New York State Education Law
States:
1.No person shall be expelled from or be refused admission
as a student to an institution of higher education for the reason
that she or he is unable, because of his or her religious beliefs,
to attend classes or to participate in any examination, study or
work requirements on a particular day or days.
2.Any student in an institution of higher education who is
unable, because of his or her religious beliefs, to attend classes
on a particular day or days shall, because of such absence on
the particular day or days, be excused from any examination or
any study or work requirements.
3.It shall be the responsibility of the faculty and of the
administrative officials of each institution of higher education
to make available to each student who is absent from school
because of his or her religious beliefs, an equivalent opportunity
to make up any examination, study or work requirements which
she or he may have missed because of such absence on any
particular day or days. No fees of any kind shall be charged
by the institution for making available to the said student such
equivalent opportunity.
4.If classes, examinations, study or work requirements are
held on Friday after 4:00 P.M. or on Saturday, similar or
makeup classes, examinations, study or work requirements
shall be made available on other days, where it is possible
and practicable to do so. No special fees shall be charged to
the student for these classes, examinations, study or work
requirements held on other days.
5.In effectuating the provisions of this section, it shall be the
duty of the faculty and of the administrative officials of each
institution of higher education to exercise the fullest measure of
good faith. No adverse or prejudicial effects shall result to any
student because of his or her availing him/herself of provisions
of this Section.
6.Any student who is aggrieved by the alleged failure of any
faculty or administrative officials to comply in good faith with the
provisions of this Section shall be entitled to maintain an action
or proceeding in the supreme court of the county in which such
institution of higher education is located for the enforcement of
his or her rights under this section.
6a. A copy of this section shall be published by each institution of
higher education in the catalog of such institution containing the
listing of available courses.
7.As used in this section, the term “institution of higher
education” shall mean schools under the control of the Board
of Trustees of the State University of New York or of the Board
of Higher Education of the City of New York or any community
College.
Access to College Files
CUNY guidelines from the Board of Trustees of The City University
of New York and the Federal Education Rights and Privacy Act of
1974 permit only the following information concerning current and
former students to be made available to those parties having a
legitimate interest in the information: name, attendance dates, most
recent address, major field of study, degree(s) received, and date(s)
of receipt. By filing a letter with either the Office of the Registrar or
the Office of the Dean of Students, a student or former student may
request that any or all of the above information be released with the
student’s prior written consent. This may be completed, withdrawn,
or modified at any time. Students may have access to their college
records by completing a request form available in the Office of the
Registrar. The Office of the Registrar will inform students of the dates
(when) and places where their records may be inspected. Students
will be charged a fee for the duplication of records.
The parents of a student younger than 18 years of age, who is
dependent within the definition of section 152 of the United States
Internal Revenue Code of 1954, have right of access to those
student records to which the student has right of access. Where
a student has waived right of access to a particular document or
record, the parent has no access right. Dependency status may be
demonstrated by submitting a copy of the last filed federal income tax
form or other appropriate documents.
Parents of a student 18 years of age or older have no right of access,
regardless of their child’s dependent status, without the consent of
the student.
Academic institutions exist for the transmission of knowledge, the
pursuit of truth, the development of students, and the general wellbeing of society. Free inquiry and free expression are indispensable
to the attainment of these goals. Freedom to teach and freedom to
learn are inseparable facets of academic freedom.
Students “have a distinctive role which qualifies them to share
in the responsible authority on campus; the exercise of the
authority is part of their education. Joint efforts among all
groups in the institution - students, faculty, administration,
and governing board - is a pre-requisite of sound academic
government. Joint effort, to be effective, must be rooted in the
concept of shared authority. The exercise of shared authority
in College and University government, like the protection of
(student and faculty) academic freedom, requires tolerance,
respect, and a sense of community.”
The responsibility to secure and respect general conditions
conducive to the freedom to learn is shared by all members of the
academic community.
Students’ rights are not limited by what is enumerated in this
statement. The purpose of the statement is to outline some basic
principles and guidelines, many of which are now met. Specific
implementation will have to be continuously adjusted as conditions at
the College change.
Academic and Personal Files
1.Improper disclosure, even within the College, of academic,
personal, and disciplinary records is a serious invasion of
privacy. To minimize the risk of improper disclosure, academic,
personal and disciplinary records should be kept in separate
files.
2.All files may be made available only to specially authorized
College staff. Express consent of the student involved is
otherwise required.
3.Academic records and transcripts should contain only
information about scholastic achievement.
4.No records should be kept which reflect the political and offcampus activities or beliefs of students.
5.Non-current medical and disciplinary records should be
periodically destroyed.
6.Students have the right to periodically review their academic,
medical and disciplinary records and to appeal for removal of
items improperly included. If the appeal fails, the student has the
right to append a written rebuttal to the record.
Standards Regarding Course of Study
1.Students have the right, within the limits of available facilities,
to pursue any course of study for which they are eligible
according to College standards.
2.In order to permit eligible students unhindered access to
courses, the costs of required materials should be kept within
reasonable limits.
3.Students have the right to know, at the start of each course
of study, the basis to be used by the instructor in determining
grades.
4.Students’ grades should be based solely on academic criteria,
not on opinions or conduct in matters unrelated to academic
standards.
5.Students should have the opportunity to take reasoned
exception to facts or points of view offered in any course of
study, but they are responsible for meeting the academic
standards of any course of study for which they are enrolled.
6.Students should have the protection through formally
established procedures against prejudiced or capricious
academic standards or evaluations.
Participation in Academic Affairs
1.Students have the right, individually and collectively to
express their views on matters of general interest to the student
body, including institutional policy, curriculum, and personnel
decisions.
2.Students have the right to participate in the formulation and
application of institutional policy affecting academic and student
affairs.
3.Students should share in the formation of policies regarding
degree requirements, courses and curriculum, academic
grading systems, standards of academic standing, and calendar
arrangements.
4.Students should have the opportunity, individually and
collectively, to assess the value of a course and to express their
views on the form and conduct of a class which they have taken.
5.The results of an institutional mechanism used for students to
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assess courses and faculty, such as evaluation questionnaires,
should be accessible to all members of the College community,
and should be weighed in all decisions affecting faculty status
and curriculum.
Extracurricular Activities
1.Students should be free to form and join associations to
promote their common interests.
2.Students have the right to express their opinions, individually
and collectively, and to support causes in a manner that does
not disrupt the orderly operation of the College.
Standards of Conduct
1.Students should participate in the formulation of standards
of behavior which are considered essential to the educational
mission and community responsibilities of the College.
2.The code of conduct, as a set of regulations and procedures,
should be clearly stated and published in a handbook or other
generally available set of institutional regulations.
3.In all cases, disciplinary procedures should protect the
student from capricious and prejudicial application of the rules of
conduct. Such procedures should also satisfy the requirements
of procedural due process, including written notice with details of
charges, sufficient time to prepare a defense, right to assistance
in the defense, right to cross-examine witnesses and to present
evidence, and the right to appeal the decision.
Sexual Harassment Policy
The following policy prohibiting sexual harassment was adopted by
the Board of Trustees of The City University of New York on June 26,
1995.
It is the policy of The City University of New York and Medgar Evers
College to promote a cooperative work and academic environment in
which there exists mutual respect for all University students, faculty,
and staff. Harassment of employees or students based upon sex is
inconsistent with this objective and contrary to the University policy of
equal employment and academic opportunity without regard to age,
sex, sexual orientation, alienage or citizenship, religion, race, color,
national or ethnic origin, handicap, and veteran or marital status.
Sexual harassment is illegal under Federal, State, and City laws, and
will not be tolerated within the University.
The University, through its colleges, will disseminate this policy and
take other steps to educate the University community about sexual
harassment. The University will establish procedures to ensure that
investigations of allegations of sexual harassment are conducted
in a manner that is prompt, fair, thorough, and as confidential as
possible under the circumstances, and appropriate corrective and/or
disciplinary action is taken as warranted by the circumstances when
sexual harassment is determined to have occurred. Members of the
University community who believe themselves to be aggrieved under
this policy are strongly encouraged to report the allegations of sexual
harassment as promptly as possible. Delay in making a complaint
of sexual harassment may make it more difficult for the college to
investigate the allegations.
Prohibited Conduct
It is a violation of University policy for any member of the University
community to engage in sexual harassment or to retaliate against
any member of the University community for raising an allegations of
sexual harassment, for filing a complaint alleging sexual harassment,
or for participating in any proceeding to determine if sexual
harassment has occurred.
Definition of Sexual Harassment
For purposes of this policy, sexual harassment is defined as
unwelcome sexual advances, requests for sexual favors, and other
oral or written communications or physical conduct of a sexual nature
when:
1.submission to such conduct is made either implicitly or overtly
a term or condition of an individual’s employment or academic
standing;
2.submission to or rejection of such conduct by an individual is
used as a basis for employment or academic decisions affecting
the individual; or
3.such conduct has the purpose or effect of unreasonably
interfering with an individual’s work or academic performance
or creating an intimidating, hostile or abusive work or academic
environment.
Sexual harassment can occur between individuals of different
sexes or of the same sex. Although sexual harassment most often
exploits a relationship between individuals of unequal power (such
as between faculty/staff member and student, supervisor and
employee, or tenured and untenured faculty member) it may also
occur between individuals of equal power (such as between fellow
students or co-workers), or in some circumstances even where
it appears that the harasser has less power than the individual
harassed (for example, a student sexually harassing a faculty
member). A lack of intent to harass may be relevant to, but will not be
determinative of, whether sexual harassment has occurred.
Procedures
Each Dean, Department Chairperson, or other person with
supervisory responsibility is required to report any complaint of
sexual harassment. All members of the College community are
required to cooperate in any investigation of a sexual harassment
complaint.
Any member of the University community may report allegations of
sexual harassment to any member of the Sexual Harassment Panel.
Employees who are covered by collective bargaining agreements
may either use their contractual grievance procedures within the
time limits provided in those agreements, to report allegations of
sexual harassment; or, they may report such allegations directly to a
member of the Panel as provided in these procedures.
More information about grievance procedures and the panel
members can be found in the Affirmative Action Office 718 270-5131.
HENDERSON RULES AND REGULATIONS FOR THE
MAINTENANCE OF PUBLIC ORDER PURSUANT TO ARTICLE
129 A OF THE EDUCATION LAW
The tradition of the University as a sanctuary of academic freedom
and center of informed discussion is an honored one, to be guarded
vigilantly. The basic significance of that sanctuary lies in the
protection of intellectual freedoms the rights of professors to teach,
of scholars to engage in the advancement of knowledge, of students
to learn and to express their views, free from external pressures or
interference. These freedoms can flourish only in an atmosphere of
mutual respect, civility, and trust among teachers and students, only
when members of the University community are willing to accept selfrestraint and reciprocity as the condition upon which they share in its
intellectual autonomy.
Academic freedom and the sanctuary of the University campus
extend to all who share these aims and responsibilities. They cannot
be invoked by those who would subordinate intellectual freedom
to political ends or who violate the norms of conduct established
to protect that freedom. Against such offenders the University has
the right, and indeed the obligation, to defend itself. We accordingly
announce the following rules and regulations to be in effect at each
of our colleges which are to be administered in accordance with the
requirements of due process as provided in the Bylaws of The City
University of New York.
With respect to enforcement of these rules and regulations we note
that the Bylaws of The City University of New York provide that.
THE PRESIDENT “The president, with respect to his or her
educational unit, shall:
1.Have the affirmative responsibility of conserving and
enhancing the educational standards of the College and schools
under his/her jurisdiction;
2.Be the advisor and executive agent of the Board and of his/
her respective College Committee and as such shall have the
immediate supervision with full discretionary power in carrying
into effect the bylaws. Resolutions and policies of the Board,
the lawful resolutions of any of its committees and the policies,
programs, and lawful resolutions of the several faculties;
3.Exercise general superintendence over the concerns, officers,
employees, and students of his or her educational unit.”
I. Henderson Rules to Maintain Public Order
1.A member of the academic community shall not intentionally
obstruct and/or forcibly prevent others from the exercise of
their rights. Nor shall she or he interfere with the institution’s
educational processes or facilities, or the rights of those who
wish to avail themselves of any of the institution’s instructional,
personal, administrative, recreational, and community services.
2.Individuals are liable for failure to comply with lawful directions
issued by representatives of the University/College when they
are acting in their official capacities. Members of the academic
community are required to show their identification cards when
requested to do so by an official of the College.
3.Unauthorized occupancy of University/College facilities
or blocking access to and from such areas is prohibited.
Permission from appropriate College authorities must be
obtained for removal, relocation, and use of University/College
equipment and/or supplies.
4.Theft from or damage to University/ College premises or
property, or theft of or damage to property of any person on
University/College premises is prohibited.
5.Each member of the academic community or an invited
guest has the right to advocate his or her position without
having to fear abuse, physical, verbal, or otherwise, from others
supporting conflicting points of view. Members of the academic
community and other persons on the College grounds shall
not use language or take actions reasonably likely to provoke
or encourage physical violence by demonstrators, those
demonstrated against, or spectators.
6.Action may be taken against any and all persons who have
no legitimate reason for their presence on campus within the
University/College, or whose presence on any such campus
obstructs and/or forcibly prevents others from the exercise
of their rights or interferes with the institution’s educational
processes or facilities, or the rights of those who wish to avail
themselves of any of the institution’s instructional, personal,
administrative, recreational, and community services.
7.Disorderly or indecent conduct on University and Collegeowned or controlled property is prohibited.
8.No individual shall have in his or her possession a rifle,
shotgun, or firearm or knowingly have in his or her possession
any other dangerous instruments or material that can be used
to inflict bodily harm on an individual or damage upon a building
or the grounds of the University/College without the written
authorization of such educational institution. Nor shall any
individual have in his or her possession any other instrument or
material which can be used or is intended to inflict bodily harm
on an individual or damage upon a building or the grounds of the
University and College.
9. It is a violation of acceptable standards of conduct at the
college, and it is prohibited for any individual, group or
organization to engage in the practice of hazing: Hazing is
defined as any action or situation which recklessly or
intentionally endangers mental or physical health or involves the
forced consumption of liquor or drugs for the purpose of
initiation into or affiliation with any organization.
10. In accordance with the policy of The City University of New
York, the college prohibits sexual harassment of employees or
students.
II. Penalties
1.Any student engaging in any manner in conduct prohibited
under substantive Rules 1-9 shall be subject to the following
range of sanctions as hereafter defined in the attached
Appendix: admonition, warning, censure, disciplinary probation,
restitution, suspension, expulsion, ejection, and/or arrest by the
civil authorities.
2.Any tenured or non-tenured faculty member, or tenured or
non-tenured member of the administrative or custodial staff
engaging in any manner in conduct prohibited under substantive
Rules 1-10 shall be subject to the following range of penalties:
warning, censure, restitution, fine not exceeding those permitted
by law or by the Bylaws of the Board of Higher Education,
or suspension with/without pay pending a hearing before an
appropriate College authority, dismissal after a hearing, ejection,
and/or arrest by the civil authorities, and for engaging in any
manner in conduct prohibited under Substantive Rule 10 may,
in the alternative, be required to participate satisfactorily in an
appropriately licensed drug treatment or rehabilitation program.
In addition, in the case of a tenured faculty member, or tenured
member of the administrative, or custodial staff engaging in any
manner in conduct prohibited under Substantive Rules 1-10,
he or she shall be entitled to be treated in accordance with
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applicable provisions of the Education Law or Civil Service Law.
3.Any visitor, licensee, or invitee, engaging in any manner in
conduct prohibited under Substantive Rules 1-9 shall be subject
to ejection and/or arrest by the civil authorities.
4.Any organization which authorized the conduct prohibited
under Substantive Rules 1-10 shall have its permission to
operate on campus rescinded. Penalties 1-4 shall be in addition
to any other penalty provided by law or The City University
Trustees.
APPENDIX: SANCTIONS DEFINED
A. ADMONITION: An oral statement to the offender that she or he
has violated University rules.
B. WARNING: Notice to the offender, orally or in writing, that
continuation or repetition of the wrongful conduct, within a period of
time stated in the warning, may be cause for more severe disciplinary
action.
C. CENSURE: Written reprimand for violation of specified regulation,
including the possibility of more severe disciplinary sanction in
the event of conviction for the violation of any University/College
regulation within a period stated in the letter of reprimand.
D. DISCIPLINARY PROBATION: Exclusion from participation in
privileges or extracurricular University/College activities as set forth
in the notice of disciplinary probation for a specified period of time.
E. RESTITUTION: Reimbursement for damage to or
misappropriation of property. Reimbursement may take the form of
appropriate service to repair or otherwise compensate for damages.
F. SUSPENSION: Exclusion from classes and other privileges or
activities as set forth in the notice of suspension for a definite period
of time.
G. EXPULSION: Termination of student status for an indefinite
period. The conditions for readmission, if any is permitted, shall be
stated in the order of expulsion.
H. COMPLAINT TO CIVIL AUTHORITIES
I. EJECTION
Adopted by the Board of Trustees of The City University of New
York on June 23, 1969 as amended on October 27, 1980, May 22,
1989 and June 25, 1990.
* For graduate students at the Graduate Division, the President of the
Graduate Division shall, insofar as practicable, establish procedures,
consistent with this Article to implement the provisions thereof. The
sections on student activity fees shall apply to the Graduate Division.
SECTION 15.0.
PREAMBLE
Academic institutions exist for the transmission of knowledge, the
pursuit of truth, the development of students, and the general
well-being of society. Student participation, responsibility, academic
freedom, and due process are essential to the operation of the
academic enterprise. As members of the academic community,
students should be encouraged to develop the capacity for critical
judgment and to engage in a sustained and independent search for
truth.
Freedom to learn and to explore major social, political, and economic
issues are necessary adjuncts to student academic freedom, as is
freedom from discrimination based on racial, ethnic, religious, sex,
political, and economic differentiations.
Freedom to learn and freedom to teach are inseparable facets of
academic freedom. The concomitant of this freedom is responsibility.
If members of the academic community are to develop positively in
their freedom, if these rights are to be secure, then students should
exercise their freedom with responsibility.
SECTION 15.1.
CONDUCT STANDARD DEFINED
Each student enrolled or in attendance in any college, school or
unit under the control of the board and every student organization,
association, publication, club or chapter shall obey (1) the laws of
the city, state and nation; (2) the bylaws and resolutions of the board,
including the rules and regulations for the maintenance of public
order pursuant to article 129-a of the education law (“Henderson
rules”); and (3) the governance plan, policies, regulations, and orders
of the college.
Such laws, bylaws, resolutions, policies, rules, regulations and orders
shall, of course, be limited by the right of students to the freedoms of
speech, press, assembly and petition as construed by the courts.
SECTION 15.2.
STUDENT ORGANIZATIONS
a. Any group of students may form an organization, association,
club, or chapter by filing, with the duly elected student
government organization of the College or school at which
they are enrolled or in attendance and with an officer to be
designated by the faculty of the College or school at which they
are enrolled or in attendance,
(1) the name and purposes of the organization, association,
club, or chapter,
(2) the names and addresses of its president and secretary
or other officers corresponding in function to president and
secretary. However, no group, organization, or student
publication with a program against the religion, race, ethnic
origin, or identification or sex of a particular group or which
makes systematic attacks against the religion, race, ethnic origin
or sex of a particular group shall receive support from any fees
collected by the College or be permitted to organize or continue
at any College or school. No organizations, military or semi
military in character, not connected with established College
or school courses, shall be permitted without the authorization
of the faculty and the duly elected student government and the
board.
b. Extracurricular activities at each College or school shall be
regulated by the duly elected student government organization
to insure the effective conduct of such College or school as an
institution of higher learning and for the prevention of activities
which are hereafter proscribed or which violate the standards of
conduct of the character set forth in bylaw 15.1.
Such powers shall include:
(excluding intercollegiate athletics), publications, organizations,
associations, clubs, or chapters, and, when appropriate in
the exercise of such regulatory power, the power to refuse,
suspend, or revoke any charter or other authorization for cause
after hearing on notice.
2. The power to delegate responsibility for the effective
implementation of its regulatory functions hereunder to any
officer or committee which it may appoint. Any aggrieved student
or group whose charter or other authorization has been refused,
suspended, or revoked may appeal such adverse action by
such officer or committee of student government to the duly
elected student government. On appeal an aggrieved student
or group shall be entitled to a hearing following the due process
procedures as set forth in Section 15.3. Following such hearing
the duly elected student government shall have the authority to
set aside, decrease, or confirm the adverse action.
c. Any person or organization affiliated with the College may file
charges with an Office of the Dean of Students** (throughout
these bylaws in any College or unit where the title “Dean of
Students” does not exist, the same shall refer to the officer
performing the functions which would otherwise be performed
by a dean of students) alleging that a student publication has
systematically attacked the religion, race, ethnic origin, or sex
of a particular group, or has otherwise contravened the laws
of the City, State, or Nation, or any bylaw or resolution of the
Board, or any policy, regulation, or order of the College, within
a reasonable period of time after such occurrence. If the Dean
of Students determines, after making such inquiries as he or
she may deem appropriate, that the charges are substantial,
he or she shall attempt to resolve the dispute, failing which he
or she shall promptly submit the charges to the faculty-student
disciplinary committee for disposition in accordance with the due
process procedures of Section 15.3 thereof. If the committee
sustains the charges or any part thereof against the student
publication, the committee shall be empowered to
(1) reprimand the publication, or
(2) recommend to the appropriate funding bodies the withdrawal
of budget funds. The funding body shall have the authority to
implement fully, modify, or overrule the recommendations.
d. Each College shall establish a student elections
review committee in consultation with the various Student
Governments. The student elections review committee shall
approve the election procedures and certify the results of
elections for student governments, and student body referenda.
e. Student Government elections shall be scheduled and
conducted, and newly elected Student Governments shall
take office, in accordance with policies of the board, and
implementing regulations.
**Throughout these bylaws in any college or unit where the title
“dean of students” does not exist, the same shall refer to the officer
performing the functions which would otherwise be performed by a
dean of students.
SECTION 15.3.
STUDENT DISCIPLINARY PROCEDURES
1. The power to charter or otherwise authorize teams
Complaint Procedures
a. Any charge, accusation, or allegation which is to be presented
against a student, and, which if proved, may subject a student
to disciplinary action, must be submitted in writing in complete
detail to the office of the dean of students promptly by the
individual, organization, or department making the charge.
b. The chief student affairs officer of the College or his or her
designee will conduct a preliminary investigation in order to
determine whether disciplinary charges should be preferred. The
chief student affairs officer or his or her designee will advise the
student of the charge(s) against him or her, consult with other
parties who may be involved or who have information regarding
the incident, and review other relevant evidence. Following
this preliminary investigation, which shall be concluded within
thirty (30) calendar days of the filing of the complaint, the chief
student affairs officer or designee shall take one of the following
actions:
i. dismiss the matter if there is no basis for the allegation(s)
or the allegation(s) does not warrant disciplinary actions. The
individuals involved shall be notified that the complaint has been
dismissed;
ii. refer the matter to conciliation. If a matter is referred to
conciliation, the accused student shall receive a copy of the
notice required pursuant to Section 15.3e of this bylaw; or
iii. prefer formal disciplinary charges.
Conciliation Conference
c. The Conciliation Conference shall be conducted by the
counselor in the Office of the Dean of Students or a qualified
staff or faculty member designated by the Chief Student Affairs
Officer. The following procedures shall be in effect at this
conference:
1. An effort will be made to resolve the matter by mutual
agreement.
2. If an agreement is reached, the counselor shall report his
or her recommendation to the Chief Student Affairs Officer for
approval and, if approved, the complainant shall be notified.
3. If no agreement is reached, or if the student fails to appear,
the counselor shall refer the matter back to the Chief Student
Affairs Officer who will prefer disciplinary charges.
4. The counselor is precluded from testifying in a College
hearing regarding information received during the Conciliation
Conference.
Notice of Hearing and Charges
d. Notice of the charge(s) and of the time and place of the
hearing shall be personally delivered or sent by the Chief
Student Affairs Officer of the College to the student at the
address appearing on the records of the College, by registered
or certified mail and by regular mail. The hearing shall be
scheduled within a reasonable time following the filing of the
charges or the Conciliation Conference. Notice of at least five
business days shall be given to the student in advance of the
hearing unless the student consents to an earlier hearing.
e. The notice shall contain the following:
1. A complete and itemized statement of the charge that is
226
being brought against the student including the rule, bylaw or
regulation he or she is charged with violating, and the possible
penalties for such violation.
2. A statement that the student has the following rights.
i.
to present his/her side of the story;
ii.
to present witnesses and evidence on his/her behalf;
iii. to cross-examine witnesses presenting evidence against the
student;
iv. to remain silent without assumption of guilt; and
v. to be represented by legal counsel or an advisor at the
student’s expense.
3. A warning that anything the student says may be used
against him/her at a non-college hearing.
Faculty-Student Disciplinary Committee Procedures
f. The following procedures shall apply at the hearing before the
Faculty-Student Disciplinary Committee:
1. The Chairperson shall preside at the hearing. The
Chairperson shall inform the student of the charges, the hearing
procedures and his or her rights.
2. After informing the student of the charges, the hearing
procedures, and his or her rights, the Chairperson shall ask
the student charged to plead guilty or not guilty. If the student
pleads guilty, the student shall be given an opportunity to explain
his/her actions before the Committee. If the student pleads not
guilty, the College shall present its case. At the conclusion of the
College’s case, the student may move to dismiss the charges.
If the motion is denied by the Committee the student shall be
given an opportunity to present his or her defense.
3. Prior to accepting testimony at the hearing, the Chairperson
shall rule on any motions questioning the impartiality of any
Committee member or the adequacy of the notice of the
charge(s), subsequent thereto, the Chairperson may only rule
on the sufficiency of the evidence and may exclude irrelevant,
immaterial or unduly repetitive evidence. However, if either party
wishes to question the impartiality of a Committee member on
the basis of evidence which was not previously available at the
inception of the hearing, the Chairperson may rule on such a
motion. The Chairperson shall exclude all persons who are to
appear as witnesses, except the accused student.
4. The College shall make a record of each fact-finding hearing
by some means such as a stenographic transcript, a tape
recording or the equivalent. A disciplined student is entitled,
upon request, to a copy of such a transcript, tape or equivalent
without cost.
5. The student is entitled to a closed hearing but has the right
to request an open public hearing. However, the Chairperson
has the right to hold a closed hearing when an open public
hearing would adversely affect and be disruptive of the
Committee’s normal operations.
6. The College bears the burden of proving the charge(s) by a
preponderance of the evidence.
7. The role of the Faculty-Student Disciplinary Committee is to
listen to the testimony, ask questions of the witnesses, review
the testimony and evidence presented at the hearing and the
papers filed by the parties and render a determination as to
guilt or innocence. In the event the student is found guilty, the
committee shall then determine the penalty to be imposed.
8. At the end of the fact-finding phase of the hearing, the
student may introduce additional records, such as character
references. The College may introduce a copy of the student’s
previous disciplinary record, where applicable, provided
the student was shown a copy of the record prior to the
commencement of the hearing.
The disciplinary record shall be submitted to the Committee
in a sealed envelope and shall not be opened until after the
Committee has made its findings of fact. In the event the student
has been determined to be guilty of the charge or charges,
the records and documents introduced by the student and
the College shall be opened and used by the Committee for
dispositional purposes, i.e., to determine an appropriate penalty
if the charges are sustained.
9. The Committee shall deliberate in closed session. The
Committee’s decision shall be based solely on the testimony
and evidence presented at the hearing and the papers filed by
the parties.
10. The student shall be sent a copy of the Faculty-student
Disciplinary Committee’s decision within five days of the
conclusion of the hearing. The decision shall be final subject to
the student’s right of appeal.
11. Where a student is represented by legal counsel the
President of the College may request that a lawyer from the
General Counsel’s Office appear at the hearing to present the
College’s case.
SECTION 15.4.
APPEALS
An appeal from the decision of the Faculty-Student Disciplinary
Committee may be made to the President who may confirm or
decrease the penalty but not increase it. His/her decision shall be
final except in the case of dismissals or suspension for more than
one term. An appeal from a decision of dismissal or suspension for
more than one term may be made to the appropriate committee of
the Board. Any appeal under this section shall be made in writing
within fifteen days after the delivery of the decision appealed from.
This requirement may be waived in a particular case for good cause
by the President or Board Committee as the case may be. If the
President is a party to the dispute, an Official of the University to be
appointed by the Chancellor shall discharge his /her functions with
respect to an appeal.
SECTION 15.5.
COMMITTEE STRUCTURE
a. Each Faculty-Student Disciplinary Committee shall consist
of two faculty members and two student members and a
chairperson. A quorum shall consist of the chair and any two
members. Hearings shall be scheduled at a convenient time
and efforts shall be made to insure full student and faculty
representation.
b. The President shall select in consultation with the head
of the appropriate campus governance body or where the
President is the head of the governance body. Its Executive
Committee, three (3) members of the instructional staff of that
College to receive training and to serve in rotation as chair of the
Disciplinary Committees. If none of the chairpersons appointed
from the campus can serve, the President, at his/her discretion,
may request that a chairperson be selected by lottery from
the entire group of chairpersons appointed by other Colleges.
The chairperson shall preside at all meetings of the FacultyStudent Disciplinary Committee, decide, and make all rulings
for the Committee. He/she shall not be a voting member of the
Committee but shall vote in the event of a tie.
c. The faculty members shall be selected by lot from a panel of
six elected annually by the appropriate faculty body from among
the persons having faculty rank or faculty status. The student
members shall be selected by lot from a panel of six elected
annually in an election in which all students registered at the
College shall be eligible to vote. In the event that the student or
faculty panel or both are not elected, or if more panel members
are needed, the president shall have the duty to select the panel
or panels which have not been elected. No individuals on the
panel shall serve on the panel for more than two consecutive
years.
d. In the event that the Chairperson cannot continue, the
President shall appoint another Chairperson. In the event that a
student or faculty seat becomes vacant and it is necessary to fill
the seat to continue the hearing, the seat shall be filled from the
faculty or student panel by lottery.
e. Persons who are to be participants in the hearings as
witnesses or have been involved in preferring the charges or
who may participate in the appeals procedures or any other
person having a direct interest in the outcome of the hearing
shall be disqualified from serving on the Committee.
SECTION 15.6.
SUSPENSION OR DISMISSAL
The Board reserves full power to dismiss or suspend a student,
or suspend a student organization for conduct which impedes,
obstructs, or interferes with the orderly and continuous administration
and operation of any College, School, or unit of the University in
the use of its facilities or in the achievement of its purposes as an
educational institution.
The Chancellor or Chancellor’s designee, President, or any Dean
may in emergency or extraordinary circumstances, temporarily
suspend a student, or temporarily suspend the privileges of a
student organization or group for cause, pending an early hearing
as provided in bylaw Section 15.3 to take place within not more than
seven (7) school days. Prior to the commencement of a temporary
suspension of a student, the College shall give such student oral or
written notice of the charges against him/her and, if he/she denies
them, the College shall forthwith give such student an informal
oral explanation of the evidence supporting the charges and the
student may present informally his/her explanation or theory of the
matter. When a student’s presence poses a continuing danger to
persons or property or an ongoing threat of disrupting the academic
process, notice and opportunity for denial and explanation may follow
suspension, but shall be given as soon as feasible thereafter.
SECTION 15.7.
THE UNIVERSITY STUDENT SENATE
There shall be a University Student Senate responsible, subject
to the Board, for the formulation of University-wide student policy
relating to the academic status, role, rights, and freedoms of the
student. The authority and duties of the University Student Senate
shall not extend to areas of interest which fall exclusively within the
domain of the student governments of the constituent units of the
University. Consistent with the authority of the Board of Trustees in
accordance with the education law and the bylaws of the Board of
Trustees, the University Student Senate shall make its own bylaws
providing for the election of its own officers, the establishment of
its own rules and procedures, for its internal administration and for
such other matters as is necessary for its existence. The University
Student Senate shall have the full rights and responsibilities
accorded student organizations as provided in these bylaws. The
delegates and alternate delegates to the University Student Senate
shall be elected by their respective constituencies or by their student
governments from the elected members of the respective student
governments.
SECTION 15.8.
COLLEGE GOVERNANCE PLANS
The provisions in a duly adopted College Governance Plan shall not
be inconsistent with the provisions contained in this article. Dated:
September 1998
ARTICLE XVI STUDENT ACTIVITY FEES AND AUXILIARY
ENTERPRISES (SELECTED SECTIONS)
SECTION 16.1.
STUDENT ACTIVITY FEE
The student activity fee is the total of the fees for student government
and other student activities. Student activity fees, including student
government fees collected by a college of the university shall
be deposited in a college central depository and, except where
earmarked by the board, allocated by a college association budget
committee subject to review by the college association as required in
these bylaws.
SECTION 16.2.
STUDENT ACTIVITY FEES USE - EXPENDITURE CATEGORIES
Student activity fee funds shall be allocated and expended only for
the following purposes:
1. Extracurricular educational programs;
2. Cultural and social activities;
3. Recreational and athletic programs;
4. Student government;
5. Publications and other media;
6. Assistance to registered student organizations;
7. Community service programs;
8. Enhancement of the college and university environment;
9. Transportation, administration and insurance related to the
implementation of these activities;
228
10. Student services to supplement or add to those provided by
the university;
11. Stipends to student leaders.
SECTION 16.3.
STUDENT GOVERNMENT FEE
The student government fee is that portion of the student activity
fee levied by resolution of the board which has been established for
the support of student government activities. The existing student
government fees now in effect shall continue until changed. Student
government fees shall be allocated by the duly elected student
government, or each student government where more than one
duly elected student government exists, for its own use and for the
use of student organizations, as specified in Section 15.2. of these
bylaws, provided, however, that the allocation is based on a budget
approved by the duly elected student government after notice and
hearing, subject to the review of the college association. Where
more than one duly elected student government exists, the college
association shall apportion the student government fees to each
student government in direct proportion to the amount collected from
members of each student government.
SECTION 16.4.
STUDENT GOVERNMENT ACTIVITY DEFINED
A student government activity is any activity operated by and for
the students enrolled at any unit of the university provided, (1) such
activity is for the direct benefit of students enrolled at the college, (2)
that participation in the activity and the benefit thereof is available
to all students enrolled in the unit or student government thereof,
and (3) that the activity does not contravene the laws of the city,
state or nation, or the published rules, regulations, and orders of the
university or the duly established college authorities.
SECTION 16.5.
COLLEGE ASSOCIATION
1. The college association shall have responsibility for the
supervision and review over college student activity fee
supported budgets. All budgets of college student activity
fees, except where earmarked by the board to be allocated by
another body, should be developed by a college association
budget committee and recommended to the college association
for review by the college association prior to expenditure. The
college association shall review all college student activity fee,
including student government fee allocations and expenditures
for conformance with the expenditure categories defined in
Section 16.2. of this article and the college association shall
disapprove any allocation or expenditure it finds does not so
conform, or is inappropriate, improper, or inequitable.
2. A college association shall be considered approved for
purposes of this article if it consists of thirteen (13) members, its
governing documents are approved by the college president and
the following requirement are met:
a. The governing board of the college association is composed
of:
i. The college president or his/her designee as chair.
ii. Three administrative members appointed by the college
president.
iii. Three faculty members appointed by the college president
from a panel whose size is twice the number of seats to be
filled and the panel is elected by the appropriate college faculty
governance body.
iv. Six student members comprised of the student government
president(s) and other elected students with the student seats
allocated on a basis which will provide representation to
each government, where more than one exists, as nearly as
practicable in proportion to the student activity fees provided by
the students from the respective constituencies.
b. The college association structure provides a budget
committee composed of members of the governing board, at
least a majority of whom are students selected in accordance
with Section 16.5.(b) (1)(iv) of these bylaws. The budget
committee shall be empowered to receive and review student
activity fee budget requests and to develop a budget subject to
the review of the college association. The college association
may choose to not approve the budget or portions of the budget
if in their opinion such items are inappropriate, improper,
or inequitable. The budget shall be returned to the budget
committee with the specific concerns of the college association
noted for further deliberation by the budget committee and
subsequent resubmittal to the college association. If the budget
is not approved within thirty (30) days those portions of the
budget voted upon and approved by the college association
board will be allocated. The remainder shall be held until the
college association and the budget committee agree.
c. The governing documents of the college association have
been reviewed by the board’s general counsel and approved by
the board.
SECTION 16.6.
MANAGEMENT AND DISBURSEMENT OF FUNDS
The college and all student activity fee allocating bodies shall
employ generally accepted accounting and investment procedures
in the management of all funds. All funds for the support of student
activities are to be disbursed only in accordance with approved
budgets and be based on written documentation. A requisition
for disbursement of funds must contain two signatures; one, the
signature of a person with responsibility for the program; the other
the signature of an approved representative of the allocating body.
SECTION 16.7.
REVENUES
All revenues generated by student activities funded through student
activity fees shall be placed in a college central depository subject to
the control of the allocating body. The application of such revenues
to the account of the income generating organization shall require the
specific authorization of the allocating body.
SECTION 16.8.
FISCAL ACCOUNTABILITY HANDBOOK
The chancellor or his/her designee shall promulgate regulations
in a fiscal accountability handbook, to regulate all aspects of the
collection, deposit, financial disclosure, accounting procedures,
financial payments, documentation, contracts, travel vouchers,
investments and surpluses of student activity fees and all other
procedural and documentary aspects necessary, as determined
by the chancellor or his/her designee to protect the integrity and
accountability of all student activity fee funds.
SECTION 16.9.
COLLEGE PURPOSES FUND
1. A college purposes fund may be established at each college and
shall be allocated by the college president. This fund may have up
to twenty-five (25) percent of the unearmarked portion of the student
activity fee earmarked to it by resolution of the board, upon the
presentation to the board of a list of activities that may be properly
funded by student activity fees that are deemed essential by the
college president.
2. Expenditures from the college purposes fund shall be subject to
full disclosure under Section 16.13. of these bylaws.
3. Referenda of the student body with respect to the use and amount
of the college purposes fund shall be permitted under the procedures
and requirements of Section 16.12. of these bylaws.
SECTION 16.10.
AUXILIARY ENTERPRISE BOARD
1. The auxiliary enterprise board shall have responsibility for the
oversight, supervision and review over college auxiliary enterprises.
All budgets of auxiliary enterprise funds and all contracts for auxiliary
enterprises shall be developed by the auxiliary enterprise budget and
contract committee and reviewed by the auxiliary enterprise board
prior to expenditure or execution.
2. The auxiliary enterprise board shall be considered approved
for the purposes of this article if it consists of at least eleven (11)
members, its governing documents are approved by the college
president and the following requirements are met:
a. The governing board is composed of the college Students
Rights and Responsibilities president or his/her designee as
chair, plus an equal number of students and the combined total
of faculty and administrative members.
b. The administrative members are appointed by the college
president.
c. The faculty members are appointed by the college president
from a panel whose size is twice the number of seats to be
filled and the panel is elected by the appropriate college faculty
governance body.
d. The student members are the student government
president(s) and other elected students and the student seats
are allocated on a basis which will provide representation to
each government, where more than one exists, as nearly as
practicable, in proportion to the student enrollment by headcount
from the respective constituencies.
e. The auxiliary enterprise board structure provides for a budget
and contract committee composed of a combined total of faculty
and administrative members that is one more than the number
of student members. The budget and contract committee shall
be empowered to develop all contract and budget allocation
proposals subject to the review and approval of the auxiliary
enterprise board.
f. The governing documents of the auxiliary enterprise board
have been reviewed by the board’s general counsel and
approved by the board.
SECTION 16.11.
THE REVIEW AUTHORITY OF COLLEGE PRESIDENTS OVER
STUDENT ACTIVITY FEE ALLOCATING BODIES AND AUXILIARY
ENTERPRISE BOARDS
1. The president of the college shall have the authority to disapprove
any student activity fee, including student government fee, or
auxiliary enterprise allocation or expenditure, which in his or her
opinion contravenes the laws of the city, state, or nation or any bylaw
or policy of the university or any policy, regulation, or order of the
college. If the college president chooses to disapprove an allocation
or expenditure, he or she shall consult with the general counsel and
vice chancellor for legal affairs and thereafter communicate his/her
decision to the allocating body or auxiliary enterprise board.
2. The president of the college shall have the authority to suspend
and send back for further review any student activity fee, including
student government fee, allocation or expenditure which in his or her
opinion is not within the expenditure categories defined in Section
16.2. of this article. The college association shall, within ten (10)
days of receiving a proposed allocation or expenditure for further
review, study it and make a recommendation to the president with
respect to it. The college president shall thereafterconsider the
recommendation, shall consult with the general counsel and vice
chancellor for legal affairs, and thereafter communicate his/her
final decision to the allocating body as to whether the allocation or
expenditure is disapproved.
3. The chancellor or his/her designee shall have the same review
authority with respect to university student activity fees that the
college president has with respect to college student activity fees.
4. All disapprovals exercised under this section shall be filed with the
general counsel and vice chancellor for legal affairs.
5. Recipients of extramural student activity fees shall present an
annual report to the chancellor for the appropriate board committee
detailing the activities, benefits and finances of the extramural
body as they pertain to the colleges where students are paying an
extramural fee.
SECTION 16.12.
REFERENDA
A referendum proposing changes in the student activity fee shall be
initiated by a petition of at least ten (10) percent of the appropriate
student body and voted upon in conjunction with student government
elections.
1. Where a referendum seeks to earmark student activity fees for a
specific purpose or organization without changing the total student
activity fee, the results of the referendum shall be sent to the college
association for implementation.
230
2. Where a referendum seeks to earmark student activity fees for a
specific purpose or organization by changing the total student activity
fee, the results of such referendum shall be sent to the board by the
president of the college together with his/her recommendation.
3. At the initiation of a petition of at least ten (10) percent of the
appropriate student body, the college president may schedule a
student referendum at a convenient time other than in conjunction
with student government elections.
4. Where the referendum seeks to affect the use or amount of
student activity fees in the college purposes fund, the results of
the referendum shall be sent to the board by the college president
together with his/her recommendation.
SECTION 16.13.
DISCLOSURE
1. The college president shall be responsible for the full disclosure
to each of the student governments of the college of all financial
information with respect to student activity fees.
2. The student governments shall be responsible for the full
disclosure to their constituents of all financial information with respect
to student government fees.
3. The student activity fee allocating bodies shall be responsible for
the full disclosure of all financial information to its membership, to
the college and to the student governments with respect to all of its
activities.
4. The auxiliary enterprise board shall be responsible for the full
disclosure of all financial information to its membership, to the college
and to the student governments with respect to auxiliary enterprises.
5. For purposes of the foregoing paragraphs, full disclosure shall
mean the presentation each semester of written financial statements
which shall include, but need not be limited to, the source of all
fee income by constituency, income from other sources creditable
to student activity fee accounts, disbursements, transfers, past
reserves, surplus accounts, contingency and stabilization funds.
Certified independent audits performed by a public auditing firm shall
be conducted at least once each year.
SECTION 16.14.
STIPENDS
The payment of stipends to student leaders is permitted only within
those time limits and amounts authorized by the board.
SECTION 16.15
UNIVERSITY REVIEW COMMITTEE
There shall be a University Review Committee consisting of three
administrators appointed by the Chancellor.
1. The University Review Committee shall have responsibility
for oversight and supervision over University student activity and
extramural student activity fees. Recipients of extramural fees
shall present an annual report to the appropriate Board committee
detailing the activities, benefits and finances of the extramural
body as they pertain to the colleges where students are paying an
extramural fee.
2. The University Review Committee may veto any proposed
expenditure of the University Student Senate, subject to being
overridden by the affirmative vote of two thirds of the total
membership of the University Student Senate, in person or by mail
ballot, except that a veto based upon the opinion that an item is in
contravention of the laws of the city, state or nation, or bylaws or
policy of the University is not subject to being overridden.
Dated: November 1999
232
Appendices
Appendix A
CUNY Board of Trustees
The City University of New York Administration
Members of the Board
Board of Trustees
Valerie Lancaster Beal
Wellington Z. Chen
Rita DiMartino
Freida D. Foster
Judah Gribetz
Una S. T. Clarke
Hugo M. Morales
Brian D. Obergfell
Peter S. Pantaleo
Jill O’ Donnell-Torney
Carol A. Robles-Roman
Charles A. Shorter
Barry Schwartz
Terrence F. Martell
Joseph K. Awadjie
Benno Schmidt
Chairman of the Board
Philip Alfonso Berry
Vice Chairman of the Board
234
Appendix B
CUNY Administration
James B. Milliken
Chancellor
Allan H. Dobrin
Executive Vice Chancellor and Chief Operating Officer
Vita C. Robinowitz
Executive Vice Chancellor and University Provost
Jay Hershenson
Senior Vice Chancellor for University Relations and Secretary of the
Board of Trustees
Frederick P. Schaffer
Senior Vice Chancellor for Legal Affairs and General Counsel
Matthew Sapienza
Senior Vice Chancellor for Budget, Finance and Financial Policy
Frank Sanchez
Vice Chancellor for Student Affairs
Pamela S. Silverblatt
Vice Chancellor for Labor Relations
Gillian Small
Vice Chancellor for Research
Gloriana B. Waters
Vice Chancellor for Human Resources Management
Juditj Bergtraum
Vice Chancellor for Facilities Planning, Construction and
Management
Brian Cohen
Associate Vice Chancellor and University CIO
Appendix C
College Administration
For a current listing of college administration and staff, see http:// www.mec.cuny.edu/college_catalog/
Rudolph Crew
President
Augustine Okereke
Senior Vice President and Provost
Jerald Posman
Senior Vice President and Chief Operating Officer
Gary Johnson
Executive Counsel to the President
Evelyn Castro
Vice President, Student Affairs
JoAnn Rolle
Dean, School of Business
J.A. George Irish
Dean, School of Liberal Arts and Education (Interim)
Mohsin Patwary
Dean, School of Science, Health and Technology
Simone Rodriquez-Dorestant
Dean, School of Professional and Community Development
Richard Jones
Executive Dean, Accreditation and Quality Assurance
Dereck Skeete
Dean of Student Affair
Praveen Panchal
Chief Information Officer. (Acting)
236
Anderson-Clarke, Shannon
Director, Office of Admissions
Orensetin, David
Chief Librarian
Bangura, Mohammed
Officer, Environmental Health and Safety Officer
Pientek, Joe
Director, East New York Stie
Bostic, Renee
Director, Athletics
Pinder, Makeba
Director, (Acting) Counseling and Psychological Services
Chan, Eva
Director, Institutional Research and Assessment
Phifer, Anthony
Director, Differently-Abled Services
Chance, Michael
Director, Academic Support Center
Philips-Harding, Kathy
Director, Health Services
Collins, Tonya
Director (Acting), Television and Radio
Price, Fred
Director, Alumni Affairs
Gray, Nakia
Director, College Now
Rivera, Johana
Registrar
Green, Brenda
Executive Director, Center for Black Literature
Serdiuk, Tanya
Director, Accreditation, Quality Assurance and Institutional
Effectiveness
Greene, Keshia
Director, Purchasing
Irish, George
Executive Director, Caribbean Research Center
Isaacs, Tanya E.
Director, Human Resources
Kinard, Esq., Sylvia
Director, Affirmative Action
Koon, Chi
Director, Research and Sponsored Programs
Martin, Larry
Director, Student Life and Development
McIntosh, Janet
Director, Ella Baker Child Development Center
McMillian, Mark
Director, Economic Development and Community Partnerships
Michel, Sharon
Director, Testing Center
Sigler, Jeffrey
Director, Freshman Year Program
Simmons, Esmeralda
Executive Director, Center for Law and Social Justice
Pilieri, Thais
Bursar
Pursoo, Eugene
Director, Study Abroad
Wall, Yvette
Director, Evening and Weekend Programs
Wymore, Stephen
Director, Ed Tech Center
Young, Deborah
Director, Career Management Services
Zummo, Janice
Director, SEEK
Pelosi, Jason
Director, Academic Advising Center
Stevens, Victor
Director, Public Safety
Vacant
Director, Center for Women’s Development
Sigler, Jeffrey
Director, Freshman Year Program
Simmons, Esmeralda
Executive Director, Center for Law and Social Justice
Softleigh, George
Bursar
Stengle, Deborah
Director, Study Abroad
Wall, Yvette
Director, Evening and Weekend Programs
Wymore, Stephen
Director, Educational Technology Center
Young, Deborah
Director, Career Management Services
Zummo, Janice
Director, SEEK\Special Programs
238
Appendix D
Faculty Listing
For a current listing of college faculty, see http:// www.mec.cuny.edu/college_catalog/
Abdul-Sayed, Mamdouh
Lecturer, MD/Assuit University, Egypt , 1974; MS/St John’s
University, 1988
Brown, Ann C.
Professor, BS/Oakwood College, MS/ University of New Hampshire,
MS/New York Medical College, PhD/New York Medical College
Ainworth, Granville
Lecturer, BA/Howard University, MBA/Fordham University, CPA/The
State of New York
Brown, Owen
Assoc. Professor, BA, MA, PhD/Binghampton University
Alexander, Jane B.
Asst. Professor, BS/Medgar Evers College, CUNY, MS/Brooklyn
College, CUNY, MEd/Teachers College of Columbia
Amoa, Kwesi
Assoc. Professor, BS/Fisk University, MS/Fisk University, PhD/
Howard University
Bynum, Dwayne
Lecturer, BA, MA/Brooklyn College
Canson, Patricia
Assoc. Professor, BS/Tuskegee University, MA/California State
University, PhD/Wright Institute
Austin, Shermane A.
Professor, BA/CUNY, MS/CUNY, PhD/CUNY
Carr, William
Asst. Professor, BS/Duke University, D.V.M./North Carolina State,
PhD/Stanford University
Awolabi, Obasegun
Asst. Professor, BA, MA, Phd/American University
Carroll, Margaret A.
Professor, MA/Hofstra University, PhD/ St. John’s University
Bajue, Stanley A.
Professor, BS, PhD/University of the West Indies
Castillo, Chris
Professor, BS/Odessa Polytechnic University, MS/Odessa
Polytechnic University, PhD/Odessa Polytechnic University
Baker, Ivor
Lecturer, BA, MA/CUNY
Barker, Kathleen
Professor, BA/City University of New York, PhD/The Graduate
Center, CUNY
Berenbom, Joshua
Assoc. Professor, BS/Polytechnic Institution of New York, MS/
Polytechnic Institution of New York, PhD/Polytechnic Institution of
New York
Best, Wade
Lecturer, BA/Hunter College, CUNY, MA/ Lehman College CUNY
Blackman, Terrence R.
Lecturer, BS/Brooklyn College, CUNY, M. Phil/The Graduate Center
CUNY
Bottaro, Jesus S.
Asst. Professor, MFA/Brooklyn College, CUNY, MA/The Graduate
Center, PhD/The Graduate Center
Brathwaite, Beatrice
Lecturer, BA,MA/Brooklyn College
Brown, Cory
Lecturer, BA/Medgar Evers College, CUNY, MSEd/Long Island
University
Brown, Rupert
Lecturer, BS/Long Island University, MS/City College, CUNY
Catapane, Edward
Professor, BS/Fordham University, MS/Fordham University, PhD/
Fordham University
Chandan, Jit Singh
Professor, BS/Punjab University Diploma, Wigan Technical College,
MS/Sheffield University, MS, EM/Columbia University, PhD/University
of Delhi School of Management, MBA/Baruch College, CUNY
Chow-Tai, Kamau
Lecturer, BA/Boston University, MA/Brooklyn College
Chang, Ching
Professor, BA/National Chengchi University, MLIS/State University at
Geneseo, MBA/Long Island University
Chow, Ying
Professor, BS/Tsing Hua University, PhD/Massachusetts Institute of
Technology
Cox, Paul S.
Asst. Professor, BS/Kean University, MS/New Jersey Institute of
Technology; CPA
Crawford, Clinton
Professor, BA/University of Wisconsin, MA/University of California,
EdD/Teachers College, Columbia University
Cuffee, Sallie
Assoc. Professor, BA/State University, MPhil, PhD/Union Theological
Seminar of New York, MDiv, Wesley Theological Seminar
Cunningham, Kathy
Asst. Professor, BSN/Hunter College, CUNY, MS/SUNY Downstate,
MPH/Hunter College, CUNY
Gilliams, Sheila H.
Asst. Professor, M.Div/New Brunswick Theological Seminary, M. Phil
and PhD/Union Theological Seminary
Daniels, Shirley
Asst. Professor, BSN/SUNY Downstate, MSN/ED/University of
Phoenix
Gologor, Ethan
Professor, BS/City College of New York, CUNY, MA/New York
University, MA/New School for Social Research, PhD/New School for
Social Research
Dent, Geldonia
Asst. Professor, BS/University of Georgia, MS/Clark Atlanta
University, PhD/Brown University
Desbordes, Charles
Professor, BS/Rutgers University, PhD/University of Vermont
Diaz, Rosalina
Assoc. Professor, PhD/The Graduate Center, CUNY
Egbe, Emmanuel
Professor, BS/University of Tulsa, MBA/University of Tulsa, MA/
Washington State University, PhD/ Washington State University Ezuma, Nathaniel
Professor, BS/New York Institute of Technology, MBA/New York
Institute of Technology, MPhil/New York Institute of Technology, PhD/
University of Manchester
Fadairo, Sikiru Adesina
Professor, BS/New York Institute of Technology, MBA(MIS)/Long
Island University, MS/The Graduate Center (CUNY), PhD/ University
of Manchester, Ph.D. – The Graduate Center (CUNY)
Ferdinand, Patricia
Professor, BA/New York University, MS/New York University, PhD/
New York University
Fischer, Susan
Professor, BA/University of Salerno, MA/University of Salerno, PhD/
University of London
FitzGerald, Michael
Professor, BA/Colgate University, PhD/New School for Social
Research
Flateau, John
Professor, BA/New York University, MPA/Baruch College, PhD/The
City University of New York, Graduate Center
Flesher, Tatyana
Assoc. Professor, MD/Tomsk State University, PhD/Moscow
Pedagogical University, Russia
Franco, Oscar
Lecturer, BA/Hunter College, CUNY, MA/ Hunter College, CUNY
George-Robinson, Avril K.
Asst. Professor, BS/Medgar Evers College, CUNY, MS/Brooklyn
College, CUNY
Gibbs, John,
Professor, BS/University of the West Indies, PhD/University of the
West Indies
240
Grant, Tonia A.
Asst. Professor, BSN/Excelsior College of Nursing, MSN/University
of Phoenix
Green, Verna
Asst. Professor, BA/Brooklyn College, MA, M.Ed, EdD/Columbia Univ
Greene, Roger
Distinguished Lecturer, BS/Southern Illinois University
Greene, Brenda
Professor, BS/New York University, MA/Hunter College, CUNY, PhD/
New York University
Glover, Izell
Lecturer, BA/New York Institute of Technology
Gordon-Chipembere, Natasha
Asst. Professor, BA, MA, PhD
Gumbs, Jean
Professor, BSN/University of Ottawa, MSN/Northeastern University
Harris-Hastick, Eda
Professor, BA, Queens College, CUNY, M.S.W., Smith College
School of Social Work, Ed.D., Teachers College Columbia University
Hassan, Mozaffar
Professor, MS/Patna University, India, PhD/The Graduate Center,
CUNY
Hamilton-Gonzalez, Juanita
Asst. Professor, LPN, DSN, MSN/SUNY
Hegamin, Tonya
Asst. Professor, BA, MA
Hope, Wilbert
Professor, BS/University of Guyana, PhD/University of South Wales
Howard, Armando M.
Assoc. Professor, PhD/Princeton University
Hughes, Cynthia
PhD/University of Phoenix
Huggins Anderson, Lystra
Lecturer, BA/Medgar Evers College, CUNY, MA/City College of New
York, CUNY
Hunter, Delridge
Professor, BA/Prairie View A&M University, MS/Northern Illinois
University, PhD/Union Institute and University
Ien, Seymour
Professor, BA/Brooklyn College, CUNY, MS/Long Island University,
MPh/ New York University, PhD/New York University
Lakshminarayanan, Sambhavi
Assoc. Professor, BA/Delhi University, MSTAT/Indian Statistical
Institute, PhD/University of Texas at Dallas Igwegbe, Emmanuel
Lecturer, BS/London, MS/California, PhD/California
Lashley, Maudry-Beverley
Asst. Professor, BA/Hunter College/CUNY, MA/Hunter College/CUNY
PhD/Howard University
Irish, George
Professor, BA/University of the West Indies, PhD/University of the
West Indies
Jackson, Linda
Assoc. Professor, BS/New York University
Jean, Lavozier
Lecturer, MS/City College
Jean-Marie, Vivaldi
Asst. Professor, BA/Concordia University, MA/Brock University, PhD/
New School for Social Research
Jenkins, Jimmy
Lecturer, BA/North Carolina Agricultural and Technical State
University; MA/Unversity of North Florida
Johnson, Alfred
Lecturer, MM/New York University
Johnson, James K.
Asst. Professor, PhD/Howard University
Johnson, Leon
Professor, BS/Gettysburg College, MS/New York University, PhD/
New York University
Jones, Hollie Lynn.
Assoc. Professor, BA/Goucher College, MA/Hunter College, CUNY,
PhD/Hunter College, CUNY
Joyner, Joann
Asst. Professor, BS/John Jay College/CUNY, PhD/Walden University
Karan, Hiroko Ito
Professor, BS/Hoshi University, MS/Wilkes University, PhD/Brown
University
Kawatra, Mahendr
Professor, BS/University of Delhi, MS/ University of Delhi, PhD/
University of Delhi
Kim, Kiho
Professor, BA/Dong-A University, MA/Korea University, MBA/Iana
College, PhD/Rutgers University Kim, Hyo
Asst. Professor, MA/Fordham, MA/Stony Brook, SUNY
Knizhnik, Leonid
Asst. Professor, MS/Moscow University of Telecommunication, MS/
Moscow University of Business Machine Kuziw, Lorraine
Asst. Professor, BS/Hofstra University, MA/St. Johns University, PhD/
New York University
Lashley, Kay C.
Lecturer, BA/ Medgar Evers College/CUNY
Leocal, Rita
Lecturer, BS/St. Lawrence University, MS/ State University of New
York at Brockport
Lester, Nancy B.
Professor, BA/Boston University, MA/New York University, PhD/New
York University
Leveille, Ann Marie
Asst. Professor, BSN/Pace University, MSN/Hunter College, CUNY,
MPH/Hunter College, CUNY
Liu, Keming.
Assoc. Professor, BA/Hebei Teachers University, MA/Hunter College,
CUNY, MA/Columbia University, Ed.D/Teachers College, Columbus
University
Lowden, Frances Y.
Professor, BA/Brooklyn College, CUNY, MS/Queens College, CUNY,
PhD/ University of South Carolina
Lowenstein, Andrea
Assoc. Professor, BA/Clark University; MA/University of Wisconsin,
PhD/University of Sussex
Madden, Karl G.
Asst. Professor, BM/University of Arizona, MMu/ University of Akron,
MLS/Emporia State University
Maggio, Evelyn C.
Asst. Professor, BA/Baruch College, CUNY, MBA/ Baruch College,
CUNY, JD/Seton Hall School of Law, CPA
Mansouri, Khosrow
Lecturer, BA/Baruch College, CUNY, MS/New York University
McCallum, Yvonne
Asst. Professor, BA/University of Guyana, Ed.D Teachers College,
ColumbiaUniversity
McDuffie, Georgia
Professor, BSN., Long Island University, M.A., Teachers College,
Columbia University, Ph.D., Walden University
McMillian, Glen
Lecturer, MM/5 Towns College
Melendez, Ana
Lecturer, BA/Queens College, CUNY, MA/ Queens College, CUNY
Mitchell, Roman
Lecturer, MA/Rutgers University
Moorning, Kimberlee M.
Asst. Professor, BBA/Baruch College, CUNY, MS/New York
University, MsEd/Columbia University
Phillips, Moses Bernard
Lecturer, BM/Florida State University School of Music, MM/Rice
University Shepherd School of Music
Movasseghi, Darius
Professor, BS/University of Teheran, MA/Northwestern University,
PhD/University of Toledo
Pitt, Karen
Instructor, CUNY BA/BS, City University of New York, CUNY
Nagarkatte, Umesh
Professor, BS/Karntak University, MS/University of Bombay, PhD/The
Graduate Center
Nduka, Ebere
Professor, BSc, MA, MS/Southern Illinois University at Edwardsville,
PhD/University of Ibadan Nigeria
Nur-e-Kamal, Mohammed Shah Alam
Asst. Professor, BS/University of Dhaka, MSc/University of Dhaka,
PhD/University of Tokyo
Nwasike, Dominic
Professor, BA/University of Ibadan Nigeria, MA/University of
Wisconsin, PhD/University of Wisconsin
Reid, Alicia
Asst. Professor, PhD/University of the West Indies
Reid, Elaine
Asst. Professor, BS/Hofstra University, MSW/Hunter College, CUNY
Robotham, Orandel
Lecturer, BS/York College, BB/City College of New York, MS/City
College of New York Ruiz, Maria Luisa
Assoc. Professor, BA/University of Parris, MA/University of Parris,
PhD/The Graduate Center, CUNY
Russell, Wayne
Lecturer, BS/ Polytechnic University, MS/ Polytechnic University
Obi, Wilson
Assoc. Professor, PhD/Institute of Technology
Saran, Rupan
Assoc. Professor, PhD/The Graduate Center, CUNY
Odunukwe, Herbert
Asst. Professor, BSC/Federal Polytechnic Institute, Idah, Nigeria
Saint Jean, Lavoizier
Lecturer
Oguagha, Philip
Assoc. Professor, PhD/Institute of Techonology
Sayrafizadeh, Mahmoud
Asst. Professor, BA/College University, MA/University of Minnesota,
PhD/University of Minnesota
Okereke, Augustine
Assoc. Professor, BA/University of Nigeria, MA/University of Ibadan,
PhD/ University Bielefeld
Okhuahesuyi, Isoken
Asst. Professor, BSN/SUNY Downstate, MSN/ED/SUNY, Stonybrook
Oley, Nancy
Professor, BA/Barnard College, PhD/Columbia University
Ording, Philip J.
Asst. Professor, Ph.D/Columbia University
Oulanov, Alexei
Asst. Professor, BA/Moskovskaja Dukhovnaja Seminarija, Russia,
MLIS/C.W. Post Long Island, MBA/ C.W. Post, PhD/C.W. Post Long
Island
Owens, Major
Distinguished Lecturer, BA/Morehouse College, MLS/Atlanta
University
Pajoohesh, Homeira
Asst. Professor, PhD/Shahid Behesti University
Patel, Harini
Asst. Professor, PhD/Fordham University
Paul, Sheilah Marion
Lecturer, BA/Brooklyn College, CUNY, MA/Teachers College,
Columbia University
242
Seay, Gary
Assoc. Professor, BA/Okalahoma City University, MA/Rice University,
PhD/Georgetown University
Shpiro, Asya
Lecturer, PhD/New York University
Skeete, Dereck
Lecturer, BS/Medgar Evers College, MS/Pennsylvania State
University, PhD/University of Michigan, The Union Institute and
University
Simmons, Ventura
Lecturer, BS/College of Staten Island, CUNY, MA/Brooklyn College,
CUNY
Sit, Joanna
Lecturer, MFA/Brooklyn College, CUNY
Small, Chiyeda
Asst. Professor, BS/City College, CUNY, MPh/Graduate Center/
CUNY, PhD/Graduate Center
Snowden, Scharlene
Assoc. Professor, BA/Our Lady of the Elms College, M.P.H., MSW/
Columbia University, DSW/Graduate Center, CUNY
Spira, Issac
Asst. Professor, BS/Brooklyn College, CUNY; CPA
Sumerlin, John
Professor, BA/University of West Florida, MA/University of West
Florida, PhD/New York University
Sussan, Joshua
Asst Professor, SB/MIT, PhD/Yale University
Thomas, Raymond L.
Asst. Professor, BA/Queens College, CUNY, MA/The Graduate
Center, CUNY
Thompson, Iola
Assoc. Professor, BA/Columbia University, MA/Northwestern
University, EdM, EdD/Columbia University
Trimiew M., Daryl
Professor, BA/Gordon College, MA/ Northern Baptist Seminary, JD/
Rutgers University, PhD/Emory University Teachers College
Udeogalanya, Anthony
Professor, BS/ University of Nigeria, MS/University of Whales, PhD/
Dalhousie University
Udeogalanya, Veronica
Distinguished Lecturer, MSc/University of Nigeria, PhD/Warnborough
University
Uzozie, Levi
Assoc. Professor, BS/Durham University; MA/University of Ibadan,
PhD/University of London
Van-Steirteghem, Bart
Asst. Professor, PhD/Columbia University
Vittadello, Michelle
Asst. Professor, BS/Univeristy of Padua, PhD/University of Padua
Vivero, Senen
Assoc. Professor, BS/Universidad de la Republica Oriental Del
Uruguay, PhD/The Graduate Center, CUNY
Williams, Rosemary
Asst. Professor, BA/Baruch College, CUNY, MA/Brooklyn College,
CUNY; CPA
Withers, Doris
Professor, BS/Howard University, MS/University of Illinois , MEd/
Teachers College Columbia University, EdD/Teachers College
Columbia University
Wright, Donna Marie
Asst. Professor, BA/Fordham University, MA/Columbia University,
MEd/Columbia University, PhD/The Graduate Center, CUNY
Yazdani, Danesh
Assoc. Professor, BA/Isfahan University, MS/Pratt Institute, MEd/
Columbia University
Index
Absence, 40
Academic Computing (Open Computing Labs), 214
School of Liberal Arts & Education, 97
Department of Education, 98
Department of English, 112
Academic Integrity, 220
Department of Foreign Languages ,121
policy on academic integrity, 220
Department of Mass Communications, Creative & Performing Arts
& Speech, 125
Department of Philosophy & Religious Students,132
About Medgar Evers College, 11
Academic Honors, 43
Department of Psychology, 138
Department of Social & Behavioral Sciences, 143
School of Science, Health, & Technology, 159
Academic Programs And Support Services, 45
College-wide Core Curriculum, 45
College-wide Requirements for All Degrees, 47
Credit for Life Experience Program (CLEP), 50
Academic Transformation and Success, 53
College Now, 53
Evening and Weekend Programs, 54
Freshman Year Program, 54
Department of Biology, 161
Department of Mathematics, 169
Department of Nursing, 177
Department of Physical, Environmental &
Computer Sciences, 186
Academic Standing, 41
Academic Transformation And Success, 53
Learning Center, 55
SEEK/Special Programs, 56
Student Advocacy and Support Services Center, 59
Academy For Careers Pathways Programs, 201
Academy For Youth Programs, 200
Study Abroad Program, 60
Academic Requirements And Regulations, 40
Accreditation Statement, 2
Academic Residency Requirements, 40
Additional Educational Expenses, 26
Academic Schools & Departments, 63
Admission Requirements, 21
School of Business, 65
Admission To Seek/Special Programs, 22
Department of Accounting, 66
Department of Business Administration, 72
Department of Computer Information Systems,78
Admission To The College, 21
Adult And Continuing Education, 202
Department of Economics and Finance, 84
Department of Public Administration, 88
DuBois Bunche Center for Public Policy, 67
Advocacy And Research Centers, 202
Affirmative Action, 2, 219
Center for Entrepreneurship and Economic Development, 68
Alumni Relations, 214
244
Appendices, 233
College I.D. Card, 213
Appendix A: Cuny Board Of Trustees, 234
College Now, 53
Appendix B: Cuny Administration, 235
College Resources, 213
Appendix C: Mec Administration, 236
College-Wide Core Curriculum, 45
Appendix D: Faculty Listing, 239
College-Wide Requirements For All Degrees, 47
Applicable Degree Program Requirements, 40
Communications, 213
Application Fees, 27
Computers For Public Use, 215
Applying For Financial Aid, 28
Copy And Print Services, 215
Athletics, 207
Credit For Life Experience Program (Clep), 50
Attendance And Other Course Requirements, 44
Credit Load Recommendations And Maximum Limits, 40
Campus Facilities, 212
Credits Required For Class Standing, 40
Campus Security And Public Safety, 212
Cuny E-Permit Via The Cuny Portal, 34
Campus-Based Financial Aid Programs, 29
Cuny Policy On Veteran’s Admission, Registration, Grades And
Tuition,18
Career Management Services Center, 207
Veteran’s Administration Educational Benefits,19
Caribbean Research Center, 202
Cuny Portal, 215
Center For Black Literature, 202
Damaged Library Books, 27
Center For Entrepreneurship And Economic Development, 68
Deferments, 19, 26
Center For Law And Social Justice, 202
Degree & Certification Programs,15
Center For Women’s Development, 207
Department Of Accounting, 69
Change Of Degree Major, 40
Department Of Biology, 161
Change Of Grade Request Procedures, 43
Department Of Business Administration, 72
College Bookstore, 212
Department Of Computer Information Systems, 78
College Cafeteria, 212
Department Of Economics And Finance, 84
College Directory, 8
Department Of Education, 100
Hegis Codes, 15
Department Of English, 112
History Of Medgar Evers College, 13
Department Of Foreign Languages, 121
Information Technology, 214
Department Of Mass Communications, Creative & Performing
Arts & Speech, 125
Institutional Research & Assessment, 215
Department Of Philosophy & Religious Studies, 132
Department Of Mathematics, 169
Department Of Nursing, 177
Department Of Physical, Environmental & Computer Sciences,
186
International Students, 23
Laptop Loans, 215
Learning Center, 55
Library And Information Services, 216
Lost Library Items, 27
Department Of Psychology, 138
Male Development And Empowerment Center, 208
Department Of Public Administration, 88
Medgar Evers College Community Council, 216
Department Of Social & Behavioral Sciences, 143
Medgar Evers College Education Foundation, Inc., 216
Development, 214
Medgar Wiley Evers, 12
Directions To Medgar Evers College, 248
Miscellaneous Fees And Charges, 27
Disclaimer/Notice Of Possible Changes, 2
Mission Statement, 14
Division Of External Relations, 213
Non-Campus Based Financial Aid Programs, 30
Dubois Bunche Center For Public Policy, 67
Non-Degree To Degree, 23
Early Registration, 26
Office Of Student Life And Development, 209
East New York Campus, 202
Payment For Paraprofessionals, 26
Educational Costs, 25
Pre- And Co-Requisite Courses, 41
Ella Baker/Charles Romain Child Development Center, 208
Prior Semester Tuition, 26
Enrollement Management, 17
Public Relations, 213
Evening And Weekend Programs, 54
Readmission, 24
Event Management, 214
Refunds, 27
Examination & Evaluation Of Students, 41
Registration Categories, 35
Federal Financial Aid Programs (Title Iv), 29
Registration Information, 35
Financial Aid, 29
Registration Procedures, 36
First Time Admissions (Freshman), 21
Regular And Late Registration, 26
Freshman Year Programs, 54
Repeating Courses/Recalculation Of GPA, 42
General Information 18
Residency For Tuition Billing Purposes, 25
Goals, 14
Scholarships, 31
Government Relations, 214
Scholastic Index, 42
Grade Appeal Process, 43
School Of Business, 65
Grading System And Grading Policies, 41
School Of Liberal Arts & Education, 97
Graduation Minimum Grade Point Average, 40
School Of Professional And Community Development, 199
Graphic Services, 213
School Of Science, Health, & Technology, 159
Health Services, 208
Second Degree Students, 21
246
Seek/Special Programs, 56
Senior Citizens, 23
Sequence Of Courses, 41
Services For The Differently Abled, 209
Smart Classrooms, 214
Special Admissions Programs, 23
State Financial Aid Programs, 30
State Standards For Academic Performance, 32
Student Activities Policy Advisement, 209
Student Advocacy And Support Services Center, 59
Student Clubs, 209
Student Email, 215
Student Government Association, 209
Student Services, 205
Students Rights And Responsibilities, 219
Students’ Rights And Responsibilities For Financial Aid, 31
Study Abroad Programs, 60
Televison And Radio, 214
Testing Center And Services, 36
The Cost Of Education, 25
Transcript Requests, 44
Transfer Admission (Advanced Standing), 22
Transfer Of Credits, 22
Transfer Policies, 22
Tuition, 25
University Policy Regarding Computing Of “D” Or “F”, 43
Veteran Affairs Service, 18
Veterans, 24
Wireless Access, 215
Withdrawal From Courses, 44
Directions to Medg
Bedford (B) Building - 1650 Bedford Avenue, Brooklyn, New York 11225 (between Crown and Montgomery Streets)
SUBWAY: Take the #2, #3, #4, or #5 train to the Franklin Avenue Station. Exit the station at Eastern Parkway and Franklin Avenue. Walk one
block East to Bedford Avenue. Walk four blocks West on Bedford Avenue.
BUS: #49 (either direction) on Bedford Avenue to Crown Street.
Carroll (C) Building - 1150 Carroll Street, Brooklyn, New York 11225 (between Rogers and Nostrand Avenues)
SUBWAY: Take the #4 or #5 train to Franklin Avenue, where you may change for the #2 train to President Street, walking one block South to
Carroll Street or the #3 train to Nostrand Avenue, walking three blocks to Carroll Street. Make a right turn and walk down Carroll Street until
you reach the college.
BUS: #44 to Carroll Street and Nostrand Avenue; or the #49 bus to Rogers Avenue and Carroll Street; or the #43 bus to Empire Boulevard and
Nostrand Avenue.
School of Business and the Student Support Services (S) Building - 1637 Bedford Avenue, Brooklyn, New York 11225 (between
Carroll and Crown Streets)
SUBWAY: Take the #2, #3, #4, or #5 train to the Franklin Avenue Station. Walk one block East to Bedford Avenue. The entrance to the building
is three blocks West on Bedford Avenue.
248
gar Evers College
School of Health, Science and Technology (AB1) Building – 1638 Bedford Avenue, Brooklyn, New York 11225 (between Carroll and
Crown Streets)
SUBWAY: Take the #2, #3, #4, or #5 train to the Franklin Avenue Station. Walk one block east to Bedford Avenue. The entrance to the building
is three blocks West on Bedford Avenue.
By automobile from Manhattan to either MEC campus
Manhattan Bridge to Flatbush Avenue Extension (proceed straight off bridge); straight onto Flatbush Avenue to Grand Army Plaza; go 270
degrees around Grand Army Plaza onto Eastern Parkway; proceed to Bedford Avenue; right on Bedford Avenue
By automobile from Queens to either MEC campus
Grand Central to Jackie Robinson Parkway (formerly Interboro Parkway); JRP to Jamaica Avenue (becomes East New York Avenue); right onto
Howard Avenue; left onto Eastern Parkway; proceed approximately 2 miles and then turn left onto Bedford Avenue.
Travel directions are available by calling (718) 270.4900 and listening for the prompt to obtain directions.
250

2013-2015-MEC-Catalog-(1) - Medgar Evers College

Transcription

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